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QUESTIONS OF THE STUDY

 What academic reading strategies do


Colombian high school English learners
report using?
 Do males and females report using different
academic reading startegies?
SAMPLE AND SAMPLING PROCEDURE
199 ELLs

Males 103

Females 96

Age 12 to 18

Grades 8 to 11

Three private Colombian high schools in Bogota.


Period of studying English
Males 6.45 years
Females 8.02 years
Instructions given English 3 to 5 hours per week
Average time of reading academic material in English
3.35 hours per week
Average self rated proficiency scale 1 to 10
 Males 5.58
 Females 5.57
RESEARCH DESIGN
Surveys which students completed either at school or
home
Descriptive statistics
DATA COLLECTION METHOD
 30 item questionnaire

 Participants filled the questionnaire


Strategies used for data analysis
Descriptive statistics were used to measure frequency
with which learners reported using strategies.
t-test
Instrument used
Spanish version of the Survey of Reading Strategies
(SORS)
It is 30-item quantitative inventory consisting
 Global strategies (13 items)
 Problem solving strategies (8 items)
 Support strategies (9 items)
SORS Scale
SORS is scored on five points Likert scale
3.5 means frequent strategy use
2.5 to 3.4 means exemplifying moderate strategy use
2.4 means infrequent strategy use.
Main findings
Overall participants were moderate strategy users
(M=3.35)
Global strategy (M =3.26)
Support (M=3.30)
Problem solving strategy (M=3.54)
Main findings
Gender differences in reading strategy use

Females (M=3.47)

Males (M=3.22)
FINDINGS
CONCLUSION
Colombian high school students are moderately active
strategy users when reading in English
Problem strategy are used with high frequency
Have basic tools to reach high level of reading
proficiency in English
Reading strategies are used just as frequently as English
language learners studying in US universities
Weaknesses of the study
Self-reporting
Not directly observed
Using strategy with high frequency is not always
associated with high proficient reading
Measure the success with which learner implemented
individual strategies
 No objective measures of participants reading
proficiency in English
Reasons for gender differences in strategy are not clear
Strengths of the study
Findings of the study are useful for English language
teachers of Colombia
Finding is also very useful for English language learners
in Colombia
It is done at secondary level
Gender differences

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