Reading Strategies

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CAN THO UNIVERSITY
ENGLISH DEPARTMENT
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Research Paper:

READING STRATEGIES FOR ACADEMIC STUDENTS

Teacher: Le Thi Tuyet Mai, M.A. Student: Chu Thi Thai Hien
Class: CHAV k.17
Student’s Code: 161015

Cantho - December, 2010

TABLE OF CONTENT

CHAPTER I: INTRODUCTION2
CHAPTER II: LITERATURE4
II. 1. Definition of Strategies4
II. 2. Distinction between Strategies and Skills4
II. 3. Difference Strategic Readers from Poor Readers4
II. 4. Some Methods for Teaching Reading Strategies6
II. 4. 1. Before Reading6
II. 4. 2. During Reading6
II. 4. 3. After Reading6
II. 5. Some Techniques for Teaching Reading Strategies6 II. 5. 1. Some Techniques for Teaching Before-Reading Strategies7 II. 5. 2. Some Techniques for Teaching During-Reading Strategies7 II. 5. 3. Some Techniques for Teaching After-Reading Strategies7 II. 6. Kinds of Strategy7

II. 6. 1. Study Reading8
II. 6. 2. Skimming8
II. 6. 3. Scanning8
II. 6. 4. SQRW8
CHAPTER III: APPLICATION10
III. 1. For Students10
III. 2. For the Reading Teachers11
CHAPTER IV: CONCLUSION13
REFERENCES14

CHAPTER I: INTRODUCTION

Reading is an essential skill in human life. People are trained to learn how to read at very early age and they read with many purposes such as reading for pleasure or reading to earn experience or simply to know what is happening around them. In academic setting, reading is assumed to be the central means for learning new information and gaining access to alternative explanations. Reading also provides people with the foundation for synthesis and critical evaluation skill. In addition, reading is the primary means for independent learning, whether the goal is performing better on academic tasks, learning more about subject matter, or improving language abilities (Grabe and Stoller, as cited in Celce-Murcia, 2001). However, according to Dr. Kathleen King (Reading Strategies, n.d.) for students at college, reading is a new experience although they have been reading for more than 12 years at school or for pleasure. In addition, academic reading is not easy; therefore, it is extremely difficult for academic students to achieve complex goals without reading strategies. Supporting to this idea, (Hawkins, 1991, cited in Celce-Murcia) also said that “Of all the skills that the child must acquire in school, reading is the most complex and difficult”. Therefore, English Second Language students are surely unavoidable to face some problems. Firstly, learners may be good at understanding separate words or even each sentence, but fail to understand the relationships between the sentences and the meaning of the text as a whole. Next, they do not have necessary knowledge about what they read. And the most important problem is that they lack necessary reading strategies. English Second Language students need to learn reading strategies because their comprehension breaks down easily. They need different ways to approach reading to help facilitate the reading process and provide them with a better sense of what they are reading (Reading strategies for ESL Students, n.d.). Reading strategies are the most effective means to help them deal with obstacles in reading and become a better reader. Furthermore, with practice, the strategies lead to skills that become automatic and quick over time (McNamara and Danielle, 2009). But for students at the college, reading is not simply to do the task and reading passage is often longer than it is at high school meanwhile not all of them know the reading strategies and how to use them effectively. So, teaching reading strategies for students becomes necessary. That is the reason why the researcher choose “reading strategies for academic students” as a topic to do the research with the hope of improving the effect of their reading.

CHAPTER II: LITERATURE...
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