International Journal of Academic Research in Business and Social Sciences

search-icon

Approaching Reading Course at Tertiary Level in a Strategic Manner

Open access
Reading is a very important skill for any university students to acquire in order to gain access to knowledge in the academic books. Nonetheless, a considerable number of university students commence their studies with less adequate reading strategies. These students enter university with limited understanding how to approach academic reading text strategically. They face difficulties in comprehending their academic reading materials. Consequently they are unable to perform beyond a basic literacy skill as a university student. Currently, reading is taught in a receptive and static manner where emphasis is on students retrieving information from the reading text and to answer the set of questions at the end of the text. The process does not allow the students to engage with the reading materials. They read at surface level. Therefore, lecturers and instructors of reading need to approach the teaching of reading strategically. Thus, this paper proposes approaching reading course strategically to enable reading instructors to scaffold and assist university students to engage with the reading materials better.
Mazli, A. M. (2007). The effectiveness of an academic reading course in facilitating tertiary students’ comprehension of academic texts. Unpublished doctoral dissertation, Universiti Kebangsaan Malaysia, Malaysia.
Alvermann, D. E. (2002). Effective literacy instruction for adolescents. Journal of Literacy Research, 34, 189-208.
Allen, K. D., & Hancock, T. E. (2008). Reading comprehension improvement with individualized cognitive profiles and metacognition. Literacy Research and Instruction, 47(2), 124-139.
Anderson, N. (1999). Exploring second language reading: Issues and strategies.
Boston, MA: Heinle & Heinle.
Belzer, A. (2002). “I don’t crave to read”: School reading and adulthood. Journal of Adolescent & Adult Literacy, 46(2), 104-113.
Bernhardt, E. B. (2011). Understanding advanced second language reading. Madison Avenue, NY: Routledge.
Biancarosa, G., & Snow, C. (2004). Reading next- A vision for action and research in middle and high school literacy: A report from Carnegie Corporation of New York. Retrieved from http://www.ode.state.or.us/teachlearn/subjects/elarts/reading/.../readingnext.pdf?
Carrell, P. L. (1988). Introduction: Interactive approaches to second language reading. In P. L. Carrell, J. Devine, & D. E. Eskey (Eds.), Interactive approaches to second language reading (pp. 1-7). Cambridge, England: Cambridge University Press.
Carrell, P. L., & Elsterhold, J. C. (1983). Schema theory and ESL reading pedagogy. TESOL Quarterly, 17, 553-573.
Eskey, D. E. (2005). Reading in a second language. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 563-580). Mahwah, NJ: Lawrence Erlbaum.
Grabe, W. (1991). Current developments in second language reading research. TESOL Quarterly, 25, 375-406.
Grabe, W. (2010). Reading in a second language: Moving from theory to practice. New York, NY: Cambridge University Press.
Grabe, W., & Stoller, F. L. (2002). Teaching and researching reading. Essex, England: Pearson Education.
Goh, H. S. (2004). The use of think-aloud in a collaborative environment to enhance the reading comprehension abilities of ESL students at tertiary level. Unpublished doctoral dissertation, University of Malaya, Kuala Lumpur, Malaysia.
Guthrie, J. T., Wigfield, A., & Perencevich, K. C. (2004). Motivating reading comprehension: Concept-oriented reading instruction. Mahwah, NJ: Erlbaum.
Sidek, H. M. (2010). An analysis of the EFL secondary reading curriculum in Malaysia: Approaches to reading and preparation for higher education. Unpublished doctoral dissertation, University of Pittsburgh, PA.
Isarji, S., & Zubairi, A. M. (2008). Assessment of language proficiency of university students. Retrieved from http://www.iaea2008.cambridgeassessment.org.uk/ca/digitalAssets/180473_Sarudin.pdf
Keeling, R. P. (Ed.). (2006). Learning reconsidered 2: A practical guide to implementing a campus-wide focus on the student experience. Washington, DC: The American College Personnel Association.
Klinger, J. K., & Vaughn, S. (2004). Strategies for second-language readers. In T. L. Jetton & J. A. Dole (Eds.), Adolescent literacy research and practice (pp. 183-209). New York, NY: Guilford Press.
Lawrence, S. A., Rabinowitz, R., & Perna, H. (2009). Reading instruction in secondary English language Arts classroom. Literacy Research and Instruction, 48 (1), 39-64.
Levin, H. M., & Calcagno, J. C. (2008). Remediation in the community college: An evaluator’s perspective. Community College Review, 35, 181-207.
Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education, 74, 5-12.
Nassaji, H. (2011). Issues in second language reading: Implications for acquisition and instruction. Reading Research Quarterly, 46, 173-184.
Pearson, P. D., & Leys, M. (1985). Teaching Comprehension. In T. Harris & E. Cooper (Eds.). Reading, thinking and Concept Development, (p. 2-20). New York: The College Entrance Examination Board.
Pennsylvania
In-Text Citation: (Rahim et al., 2018)
To Cite this Article: Rahim, P. R. M. A., Mohamadm, A., & Idris, S. L. (2018). Approaching Reading Course at Tertiary Level in a Strategic Manner. International Journal of Academic Research in Business and Social Sciences, 8(1), 582–590.