master's thesis
The Relationship between Readability, Reading Comprehension and Reading Strategies in EFL

Rahela Kuterovac (2016)
Sveučilište Josipa Jurja Strossmayera u Osijeku
Filozofski fakultet
Metadata
TitleThe Relationship between Readability, Reading Comprehension and Reading Strategies in EFL
AuthorRahela Kuterovac
Mentor(s)Višnja Pavičić Takač (thesis advisor)
Abstract
This paper explores the relationship between EFL learners' reading comprehension achievement and reading strategies they employ while reading two texts of different readability. The first part of the paper brings the theoretical background of reading comprehension, readability and reading strategies followed by an overview of previous research on the topic. The present study was carried out with 76 high school third graders who took two comprehension tests, first of them involving the easier text, and the second one the text difficult to read. Both of them were accompanied by a questionnaire on their reading strategy use. Additionaly, 5 learners were interviewed on their use of strategies. The results show that their performance on the first test was better, but there was no significant difference between reading strategies they used while reading the texts of different difficulty levels. Although different factors could influence the results, they show that it is important to raise learners awareness of different reading strategies.
Keywordsčitljivost razumijevanje čitanjem strategije čitanja
Parallel title (Croatian)Odnos između čitljivosti, razumijevanja čitanjem i strategija čitanja u engleskom kao stranom jeziku
Committee MembersVišnja Pavičić Takač (committee chairperson)
Draženka Molnar (committee member)
Tanja Gradečak Erdeljić (committee member)
GranterSveučilište Josipa Jurja Strossmayera u Osijeku
Filozofski fakultet
PlaceOsijek
StateCroatia
Scientific field, discipline, subdisciplineHUMANISTIC SCIENCES
Philology
Anglistics
Study programme typeuniversity
Study levelgraduate
Study programmeEnglish Language and Literature (double major); specializations in: Teacher Training, Translation and Interpreting Studies, Philology
Study specializationTeacher Training
Academic title abbreviationmag. philol. angl.
Genremaster's thesis
Language English
Defense date2016-09-22
Parallel abstract (Croatian)
Ovaj rad istražuje odnos između uspjeha učenika engleskog kao stranog jezika na testu razumijevanja čitanjem i strategija čitanja koje koriste dok čitaju dva teksta različite čitljivosti. Prvi dio rada donosi teorijsku podlogu razumijevanja čitanjem, čitljivosti i strategija čitanja praćenu pregledom prijašnjih istraživanja na tu temu. Istraživanje je provedeno sa 76 učenika trećeg razreda srednje škole koji su rješavali dva testa razumijevanja čitanjem. Prvi od njih je uključivao lakši tekst, drugi je uključivao tekst teži za čitanje, a oba su bila praćena upitnikom o korištenju strategija čitanja. Dodatno je s 5 učenika proveden intervju o strategijama čitanja koje su koristili. Rezultati pokazuju da je učinak na prvom testu bio bolji, ali nije bilo značajne razlike između strategija čitanja koje su koristili dok su čitali tekstove različite težine. Iako su različiti faktori mogli utjecati na rezultate, oni pokazuju da je važno osvještavati učenike o postojanju raznih strategija čitanja.
Parallel keywords (Croatian)readability reading comprehension reading strategies
Resource typetext
Access conditionOpen access
Terms of usehttp://rightsstatements.org/vocab/InC/1.0/
URN:NBNhttps://urn.nsk.hr/urn:nbn:hr:142:767012
CommitterGordana Gašo