ajesi Anadolu Journal of Educational Sciences International 2146-4014 2146-4014 Anadolu Üniversitesi Studies on Education Eğitim Üzerine Çalışmalar The Effect of Knowing the Main Idea of a Text on Answering Multiple-Choice Questions Which Look for the Details of the Text Merrikhi Pegah 06 01 2013 3 1 67 77 04 03 2015 Copyright © 2011, Anadolu Journal of Educational Sciences International 2011 Anadolu Journal of Educational Sciences International

This paper describes a classroom research with two groups of high school students to clarify the effect of knowing the main of a text (here, the name of a story) on answering multiple-choice questions which look for details. The two groups read the same story with an appropriate level of difficulty which was suitable for their level of English proficiency. The only difference between their stories was that one of them had the name of the story above it and the other did not have. Each group then took a reading comprehension test and their mean scores were compared. The findings suggest that the group of students who read the story with the name of it above did not excel the group who read the same story without its name when answering to questions looking for minute aspects of the story. This lack of excellence shows that knowing the main idea of a text does not play an important role in answering reading comprehension questions which look for details of a text. The results suggest more research in this realm and also the need for instruction on answering reading comprehension texts.

 reading comprehension reading instruction reading process second language learning being misleaded by the names or titles of a reading text when answering to analytical questions or questions looking for details. And finally it seems to be of prime importance to ask students look for two kind of clues while reading a text: 1) the clues which guide readers toward the minute points of the text 2) the clues which help readers easier and better come to the broad and main point s of a text such as the name or the title of the text. Future researchers who are interested to work on reading skill can conduct this research in different settings with different subjects; like students of different language background with higher proficiency in English and they can also use another kind of materials for treating the subjects during the course participation. Or they can use the topics whose name doesn’t directly imply the main point of the topic and report their findings in order to get more evidence in this field and help all of those worldwide who are making efforts to improve reading comprehension skill. Abraham, P. (2002). Skilled reading: Top-down, bottom-up. Field Notes, 10(2); Retrieved November 1, 2004 from http://www.sabes.org/resources/fieldnotes/vol10/fn102.pdf. Bachman, L.F. (1990). Fundamental considerations in language testing. Oxford: Oxford University Press Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. White plains. NY: Pearson Education Brown, G., & Yule, G. (1983). Discourse analysis. Cambridge University Press Carrell , Patricia L., Pharis, B. G., & Liberto, J. C. (1989). Metacognitive strategy training for ESL reading. TESOL Quarterly, 23(4), 647-678. Celce-Murcia, M. (2001). Teaching English as a second or foreign language. Boston: Heinle and Heinle Publishers. Chastain, K. (1988). Developing second language skills, Theory and Practice. Orlando: Harcourt Brace Jovanovich Publishers Crismore, A. (1989) Talking with readers: Metadiscourse as rhetorical act. New York: Peter Lang Publishers. Crismore, A., & Vande Kopple, W. J. (1997). Hedges and readers: effects on attitudes and learning. Dubin, F., & Bycina, D. (1991). Academic reading and the ESL/EFL teacher. Boston: Heinle and Heinle Publishers. Gabb, Sally. (2000). From talk to print: Preparing students to read with ease. Field Notes, 10(2); Retrieved November 1, 2004 from http://www.sabes.org/resources/fieldnotes/vol10/fn102.pdf Halliday, M. A. K. (1985a). Spoken and written language. Oxford: Oxford University Press. Hedge, Tricia. (2003). Teaching & learning in the language classroom. UK: OUP. Hyland. K. (1999). Talking to students: Metadiscourse in introductory textbooks. English for Purposes, 18, 3-26. Specific Moorman , Kenneth, & Ram, Ashwin. (1994). Integrating Creativity and reading: A functional approach. Proceedings of the Sixteenth Annual Conference of the Cognitive Science Society: Cognitive Science Program. Georgia Institute of Technology. Hillsdale, NJ: Lawrence Erlbaum Associates. Orasanu, Judith (Ed.). (1986). Reading comprehension: From research to practice. Hillsdale, NJ: Lawrence Erlbaum Associates. Schmitt, N., Ostroff, C. (1986) Operationalizing the “behavioral consistency” approach: Selection test development based on a content-oriented approach. Personnel Psychology, 39, 91-108. Spencer, R, & Hay, I. (1998). Initial reading schemes and their high frequency words. Australian Journal of Language and Literacy. Retrieved November 12, 2004 from http://www.questia.com Appendix 1 The picture of the story which was included in both tests Appendix 2 The story by which reading comprehension skill of the high school students was tested. (The students were at an elementary level of English proficiency). The old lady and the bank robber An old lady went out shopping last Tuesday. She came to a bank and saw a car near the door. A man got out of it and went into the bank. She looked into the car. The keys were in the lock. The old lady took the keys and followed the man into the bank. The man took a gun out of his pocket and said to the clerk, “give me the money ” But the old lady did not see this. She went to the man, put the keys in his hand and said, “young man, you’re stupid Never leave your keys in your car: someone’s going to steal it ” The man looked at the old woman for a few seconds. Then he took his keys, ran out of the bank, got into his car and drove away quickly, without any money. Appendix 3 The multiple-choice test which was made based on the above-mentioned story: 1) What was the story about? a) an old man b) a bank c) money d) a bank robbery 2) The robber came to the bank… a) on foot b) by car c) by bus d) by taxi 3) Where was the gun? a) in the bank b) in the car c) in the robber’s pocket d) in the woman’s bag 4) Who was more important in this story? a) the man b) the old lady c) the clerk d) the people