Using role play and explicit strategy instruction to improve first-year students’ academic reading proficiency

Background: Many first-year students find the reading of academic texts to be challenging and overwhelming. In particular, first-year students studying sociology at the South African institution where the study was conducted complain of comprehension challenges. This may be due to the presence of nu...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autor principal:	Naomi A.Y. Boakye
Formato:	article
Lenguaje:	EN
Publicado:	AOSIS 2021
Materias:	role play strategy instruction reading proficiency cognitive and affective reading strategies first-year sociology students Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/9164a6958cfc4dc089b9cbc182e94fc1
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:9164a6958cfc4dc089b9cbc182e94fc1
record_format	dspace
spelling	oai:doaj.org-article:9164a6958cfc4dc089b9cbc182e94fc12021-11-24T07:44:09ZUsing role play and explicit strategy instruction to improve first-year students’ academic reading proficiency2079-82452308-142210.4102/rw.v12i1.285https://doaj.org/article/9164a6958cfc4dc089b9cbc182e94fc12021-10-01T00:00:00Zhttps://rw.org.za/index.php/rw/article/view/285https://doaj.org/toc/2079-8245https://doaj.org/toc/2308-1422Background: Many first-year students find the reading of academic texts to be challenging and overwhelming. In particular, first-year students studying sociology at the South African institution where the study was conducted complain of comprehension challenges. This may be due to the presence of numerous theoretical and abstract concepts in sociology texts, which have to be unpacked in order to gain a greater understanding of social phenomena. A high level of reading proficiency is required in the reading of sociology texts; however, some students are poor readers and find it difficult to cope. Objectives: The article reports on a support programme aimed at improving first-year sociology students’ academic reading proficiency. Method: In addition to explicit strategy instruction, which has been used by many researchers to improve reading comprehension, role play was introduced to the reading of sociology texts during tutorials in order to promote deep reading and improve comprehension. Pre-tests and post-tests, together with closed-ended and open-ended questionnaires, were used to determine the efficacy of the intervention. The tests were analysed using t-tests, and the questionnaires were analysed using descriptive statistics for the closed-ended section and content analysis for the open-ended questions. Results: The findings showed that a significant number of students had improved their reading proficiency and reported both cognitive and affective benefits. Conclusion: Recommendations are made in relation to the use of role play in addition to explicit strategy instruction in order to maximise the improvement of students’ academic reading ability.Naomi A.Y. BoakyeAOSISarticlerole playstrategy instructionreading proficiencycognitive and affective reading strategiesfirst-year sociology studentsSpecial aspects of educationLC8-6691ENReading & Writing, Vol 12, Iss 1, Pp e1-e12 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	role play strategy instruction reading proficiency cognitive and affective reading strategies first-year sociology students Special aspects of education LC8-6691
spellingShingle	role play strategy instruction reading proficiency cognitive and affective reading strategies first-year sociology students Special aspects of education LC8-6691 Naomi A.Y. Boakye Using role play and explicit strategy instruction to improve first-year students’ academic reading proficiency
description	Background: Many first-year students find the reading of academic texts to be challenging and overwhelming. In particular, first-year students studying sociology at the South African institution where the study was conducted complain of comprehension challenges. This may be due to the presence of numerous theoretical and abstract concepts in sociology texts, which have to be unpacked in order to gain a greater understanding of social phenomena. A high level of reading proficiency is required in the reading of sociology texts; however, some students are poor readers and find it difficult to cope. Objectives: The article reports on a support programme aimed at improving first-year sociology students’ academic reading proficiency. Method: In addition to explicit strategy instruction, which has been used by many researchers to improve reading comprehension, role play was introduced to the reading of sociology texts during tutorials in order to promote deep reading and improve comprehension. Pre-tests and post-tests, together with closed-ended and open-ended questionnaires, were used to determine the efficacy of the intervention. The tests were analysed using t-tests, and the questionnaires were analysed using descriptive statistics for the closed-ended section and content analysis for the open-ended questions. Results: The findings showed that a significant number of students had improved their reading proficiency and reported both cognitive and affective benefits. Conclusion: Recommendations are made in relation to the use of role play in addition to explicit strategy instruction in order to maximise the improvement of students’ academic reading ability.
format	article
author	Naomi A.Y. Boakye
author_facet	Naomi A.Y. Boakye
author_sort	Naomi A.Y. Boakye
title	Using role play and explicit strategy instruction to improve first-year students’ academic reading proficiency
title_short	Using role play and explicit strategy instruction to improve first-year students’ academic reading proficiency
title_full	Using role play and explicit strategy instruction to improve first-year students’ academic reading proficiency
title_fullStr	Using role play and explicit strategy instruction to improve first-year students’ academic reading proficiency
title_full_unstemmed	Using role play and explicit strategy instruction to improve first-year students’ academic reading proficiency
title_sort	using role play and explicit strategy instruction to improve first-year students’ academic reading proficiency
publisher	AOSIS
publishDate	2021
url	https://doaj.org/article/9164a6958cfc4dc089b9cbc182e94fc1
work_keys_str_mv	AT naomiayboakye usingroleplayandexplicitstrategyinstructiontoimprovefirstyearstudentsacademicreadingproficiency
_version_	1718415870205624320

Using role play and explicit strategy instruction to improve first-year students’ academic reading proficiency

Ejemplares similares