Enhancing Reading Comprehension through an Intensive Reading Approach

Main Article Content

Andrés Insuasty Cárdenas

Abstract

This article presents a project that explored the effectiveness of intensive reading to enhance reading comprehension with a group of university students in Pasto, Colombia. At the initial stage, a diagnostic test, field notes, and three questionnaires allowed the identification of the students’ needs. During the intervention stage, a set of workshops and reading tests were implemented to reveal the impact of the reading comprehension strategies. In the evaluation stage, four instruments (reading tests, teacher’s journal, students’ questionnaires and pre- and post-tests) were used to collect the students’ opinions and state the results. At the end, findings show that the reading comprehension strategies improved students’ comprehension because it helped them tackle the problems they had before the intervention stage.

Article Details

How to Cite
Insuasty Cárdenas, A. (2020). Enhancing Reading Comprehension through an Intensive Reading Approach. HOW Journal, 27(1), 69-82. https://doi.org/10.19183/how.27.1.518
Section
Research Reports
Author Biography

Andrés Insuasty Cárdenas, Institución Universitaria CESMAG

Andrés Insuasty Cárdenas holds a BA in English and French from Universidad de Nariño, Colombia, and an MA in English Didactics from Universidad de Caldas, Colombia. He is a part‑time English language teacher at different universities in Pasto. He is interested in teaching reading and writing to university students.

References

Adler, C. R. (Ed.) (2004). Put reading first: The research building blocks for teaching children to read (3rd Ed.). U.S.: National Institute for Literacy.
Alyousef, H. S. (2005). Teaching reading comprehension to ESL/EFL learners. Language Learning Journal, 5(1), 143-154.
Anderson, N. (2008). Active skills for reading book 4. (2nd Ed.) Massachusetts: Heinle Cengage Center.
Antonacci, A. P., & O’Callaghan, C. M. (2011). Developing content area literacy: 40 strategies for middle and secondary classrooms. London: SAGE Publications, Inc.
Behroozizad, S., & Habibollahiaghdam, M., (2018). Directed reading-thinking activity and reading comprehension. The Journal of English Language Pedagogy and Practice, 11(22), 111-126.
Biringkanae, A. (2018). The use of SQ3R technique in improving students` reading comprehension. ELS-Journal on Interdisciplinary Studies in Humanities, 1(2), 218-225.
Brown, H. D. (2000). Principles of language learning and teaching (4th Ed.) New York: Pearson Education.
Carter, R., & Long, M. N. (1991). Teaching literature. New York: Longman Inc.
Dreher, M., & Gray, J. (2009). Compare, contrast, comprehend: using compare-contrast text structures with ELLs in K-3 classrooms. The Reading Teacher, 63(2), 132-141.
Evans, N., Hartshorn, K., & Anderson, N. (2010). A research based approach to materials development for reading. In N. Harwood (Ed), Materials in ELT: Theory in practice. Cambridge: Cambridge University Press.
Harmer, J. (2004). How to teach writing. Harlow: UK. Pearson Longman.
Johnson, A. P. (2008). Teaching reading and writing: A guidebook for tutoring and remediating students. Maryland, US: R&L Education.
Kemmis, S., McTaggart, R., Nixon, R. (1992). The action research planner (3rd Ed.). Australia: Springer.
Khoshbakht, F., & Gorjian, B. (2017). Using authentic materials in teaching reading comprehension to EFL learners. Journal of Applied Linguistics and Language Learning, 3(2), 48-54.
Kuhn, M., & Stahl, S. (2003). Fluency: A review of developmental and remedial practices. Journal of Educational Psychology, 95(1), 3–21.
Lewis, M., & Hill, J. (1992). Practical techniques for language teaching. London: Language Teaching Publications.
Mart, C. (2015). Combining extensive and intensive reading to reinforce language learning. Journal of Educational and Instructional Studies in the World, 5(4), 85-90.
Mathison, S. (1988). Why triangulate? Educational Researcher, 17(2), 13-17.
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.
Nyikos, M., & Oxford, R. (1993). A factor analytic study of language learning strategy use: Interpretations from information-processing theory and social psychology. The Modern Language Journal, 77(1), 11-22.
Ogle, D. (1986). KWL: A teaching model that develops active reading of expository text. The Reading Teacher, 40, 564-570.
Pang, S., et al. (2003). Teaching Reading. Geneva: International Bureau Educational.
Paran, A. (2003). Intensive reading English. Teaching Professional, 28, 40-48.
Praveen, S., & Rajan, P. (2013). Using graphic organizers to improve reading comprehension skills for the middle school ESL students. English Language Teaching, 6, 155-170.
Professional Development Service for Teachers PSDT (2014). The Reading Process: A Guide to the Teaching and Learning of Reading. Dublin, 2014. Available at: https://pdst.ie/sites/default/files/15.%20The%20Reading%20Process.pdf
Ruddell, M. R., & Shearer, B. A. (2002). “Extraordinary,” “tremendous,” “exhilarating,” “magnificent”: Middle school at-risk students become avid word learners with the vocabulary self-collection strategy (VSS). Journal of Adolescent & Adult Literacy, 45(5), 352–363.
Stoller, F., Anderson, N., Grabe, W., & Komiyama, R. (2013). Instructional enhancements to improve students’ reading abilities. English Teaching Forum, 1, 2-33.
Stricklin, K. (2011). Hands-on reciprocal teaching: A comprehension technique. The Reading Teacher, 64(8), 620-625.
Toprak, E.L, & Almacıoğlu, G. (2009). Three Reading Phases and Their Applications in the Teaching of English as a Foreign Language in Reading Classes with Young Learners. Journal of Language and Linguistic Studies, 5 (1), 21-36.