Terms…………………………………………………………………..12

1.5.1 Argumentative text …………………………………………………………………..12

1.5.2 Expository text ………………………………………………………………………12

1.5.3 Proficiency level ……………………………………………………………………………………………13

1.5.4 Reading strategy………………………………………………………………….…..13

1.6 Significance of the Study………………………………………………………………….14

1.7 Limitations, Delimitations, and Assumption ……………………………………………..16

 

CHAPTER II: Review of the Related Literature

2.1 What is reading?……………………………………………………………………………………………………19

2.1.1 Importance of reading …………………………………….……………………..……22

2.1.2 Approaches to reading skill ……………………………………………..……………25

2.1.3 Reading comprehension theories ……………………………………………………..26

2.1.3.1 Schema Theory …………………………………………………………………27

2.1.3.2. Sub skills View of Reading ……………………………………………………28

2.1.4 Different Kinds of Reading …………………………………………………………..31

2.1.5 Teaching and Learning Reading ……………………………………………………..34

2.1.6 Strategy ………………………………………………………………………………36

2.1.6.1 Learning Strategy ……………………………………………………………..39

2.1.6.2 Reading Strategies …………………………..…………………………………39

2.1.6.2.1 Extensive and Intensive Reading Strategies ……………..……………46

2.1.6.2.2 Cognitive Strategies ……………………………………………………47

2.1.6.2.3 Metacognitive Strategies ………………………………………………49

2.1.6.2.4 Compensation Strategies ………………………………………………50

2.1.6.2.5 Scanning and Skimming Reading Strategies ………………………….51

2.1.7 L1/L2 Reading Strategies ………………..…………………………………………..55

2.1.8. Learner Strategy Training ……………………………………………………………58

2.2 Text ……………….……………………………………………………………………….59

2.2.1 Text comprehension ……………………………………………………………………60

2.2.2 Text type ……………..………………………………………………………………..62

2.2.2.1 Expository text ……….…………………………………………………………68

2.2.2.2 Students with Learning Disabilities and Expository Text ………………………70

2.2.2.3 Argumentative text …………………….………………………………………..73

2.2.3 Connectives, text types, and reading comprehension ………..………………………..76

2.2.4 Two Approaches to Text Type Analysis ……..……………………………………….77

2.2.5 Genre and Text Type ………………………………………………………………….79

CHAPTER III: Method

3.1 Introduction …………………………………………………………………………………86

3.2 Participants …………………………………………………………..…………………….88

3.3 Instrumentation …………………………………………………………………………….88

3.3.1 Test of Reading Comprehension …….……………………………………..………….88

3.3.2 Reading strategies questionnaire ……………………………………………………….91

3.4 Procedure …………………..………………………………………………………………91

3.5 Design …………….……………………………………………………………………….93

3.6 Statistical Analysis ………………..……………………………………………………….94

CHAPTER IV: Research and Discussion

4.1 Introduction ………………………………………………………………………………..96

4.2 Restatement of the Research Hypotheses …………………….……………………………96

4.3 Reliability Analysis ………………………………………………………………………..98

4.4 Descriptive Statistics of the SILL Questionnaire ………………………………………….99

4.5 Descriptive Statistics of the Reading Comprehension Tests ……………….…………….101

4.6 Testing the Hypotheses of the Study ……………………………….…………………….107

4.7 Discussion of the Findings ………………..………………………………………………124

CHAPTER V: Conclusion and Pedagogical Implications

5.1 Introduction ……………………………………………………………………………….130

5.2 Procedures and Summery of the Findings ….…………………………………………….130

5.3 Pedagogical Implications ………………………………………………………………….131

5.4 Suggestions for Further Research ……………………………….………………………..133

References………………………………………………………………………………………134

Appendices

Appendix A …………………….…………………………………………………………….153

Appendix B …………………….……………………………………………………………..158

Appendix C …………..……………………………………………………………………….160

Appendix D ………..…………………………………………………………………………162

Appendix E ………….………………………………………………………………………..164

Appendix F ……………..…………………………………………………………………….166

Appendix G ……………………………………..……………………………………………167

Appendix H …………………..………………………………………………………………169

Appendix I …………………………………………………………………………………….171

Appendix J ……………………………………………………………………………………173

Appendix K ……………………………………………..……………………………………175

Appendix L …………..……………………………………………………………………….177

Appendix M …………………………………………………………………………………..179

Lists of Tables

Table 2.1 Genres and Text Types ………………..…………………………………………….182

Table 3.1 Readability Statistics of the Texts Selected for Beginners …………………….……183

Table 3.2 Readability Statistics of the Texts Selected for Intermediates ………….…………..184

Table 3.3 Readability Statistics of the Texts Selected for Advanced …………….……………185

Table 3.4 The Variables of the Study …………………………………………………………..186

Table 4.1 Reliability statistics of the reading comprehension test for beginner learners ………187

Table 4.2 Reliability statistics of the reading comprehension test for intermediate learners ….188

Table 4.3 Reliability statistics of the reading comprehension test for advance learners ……….189

Table 4.4 Descriptive statistics of the obtained scores on reading strategy use questionnaire…190

Table 4.5 Normality checks of SILL scores distributions ……………………………………..191

Table 4.6 Descriptive Statistics of the Obtained Scores on expository text comprehension tests …192

Table 4.7 Normality checks of Expository test scores distributions ………………..………….193

Table 4.8 Descriptive Statistics of the Obtained Scores on argumentative text comprehension tests ……………………………………………………………………………………….194

Table 4.9 Normality checks of Argumentative test scores distributions ………………………195

Table 4.10 Correlation between reading strategies and expository text comprehension ……….196

Table 4.11 Correlation between beginner learners’ use of reading strategies and expository text comprehension ……………………………………………………………………………..197

Table 4.12 Correlation between intermediate learners’ use of reading strategies and expository text comprehension ………………………………………………………………………..198

Table 4.13 Correlation between advanced learners’ use of reading strategies and expository text comprehension …………………………………………………………………………….199

Table 4.14 Correlation between reading strategies and argumentative text comprehension …..200

Table 4.15 Correlation between beginner learners’ use of reading strategies and argumentative text comprehension ………………………….…………………………………………….201

Table 4.16 Correlation between intermediate learners’ use of reading strategies an argumentative text comprehension ………………………….…………………………………………….202

Table 4.17 Correlation between advanced learners’ use of reading strategies and argumentative text comprehension …………………………………………………….………………….203

Table 4.18 Model Summary ……………….…………………………………………………..204

Table 4.19 ANOVA of regression model ………..…………………………………………….205

Table 4.20 Model Summary ………………………….………………………………………..206

Table 4.21 ANOVA of regression model ………………………………………………………207

Table 4.22 Model Summary …………………………………………………………..……….208

Table 4.23 ANOVA of regression model ……………………………..……………………….209

Table 4.24 Model Summary ……………………………………………………………………210

Table 4.25 ANOVA of regression model ………………………………………………………211

Table 4.26 Model Summary …………………….……………………………………………..212

Table 4.27 ANOVA of regression model ………………………………………………………213

Table 4.28 Model Summary ……………………………………………………………………214

Table 4.29 ANOVA of regression model ……………………………..……………………….215

Table 4.30 Model Summary ……………………………………………………………………216

Table 4.31 ANOVA of regression model ………………………………………………………217

Table 4.32 Model Summary ……………………………………………………………………218

Table 4.33 ANOVA of regression model ………………………………………………………219

 

 

Lists of Figures

Figure 4.1 Distribution of Beginners’ SILL Scores ………..…………………………………..221

Figure 4.2 Distribution of Intermediates’ SILL Scores …………..……………………………222

Figure 4.3 Distribution of Advances’ SILL Scores …………………..………………………..223

Figure 4.4 Distribution of Beginners’ Expository Test Scores …………….…………………..224

Figure 4.5 Distribution of Intermediates’ Expository Test Scores ………………….…………225

Figure 4.6 Distribution of Advances’ Expository Test Scores ………………….……………..226

Figure 4.7 Distribution of Beginners’ Argumentative Test Scores ……………………..……..227

Figure 4.8 Distribution of Intermediates’ Argumentative Test Scores ………….……………..228

Figure 4.9 Distribution of Advances’ Argumentative Test Scores …………………………….229

 

CHAPTER I

 

Background and Purpose