Tracing the Changes in Reading Scores and Learning Style Preferences through Reading Strategy Training

Year 2018, , 213 - 237, 26.09.2018

Mehmet Abi , Şevki Kömür

https://doi.org/10.32601/ejal.464121

Abstract

This study aimed at investigating
possible effects of reading strategy instruction on students’ language learning
style preferences and their reading proficiency levels. A total of 62 11th
grade students from three different classes (one treatment and two control
groups) of a Turkish high school took part in this experimental study which
lasted for eight weeks. In the scope of this study, Learning Style Survey (LSS)
developed by Cohen, Oxford and Chi (2005), Survey of Reading Strategies (SORS)
by Mokhtari and Sheorey (2002) and Key English Test (KET) were applied to the
target groups both before and after reading strategy instruction. The data
obtained from these three instruments were compared. Results demonstrated that
reading strategy training may have an effect on students’ language learning
style preferences, possibly leading students to be more synthesizing and field
dependent.

Keywords

Reading strategies, language learning styles, strategy based instruction, reading strategy training, metacognitive strategy training

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