Effects of prereading activities on EFL reading by Brazilian college students
This study investigated the effects of three prereading activities (pictorial context, vocabulary preteaching, and prequestioning) and a control condition on the reading comprehension of 40 undergraduate Brazilian EFL students. In a Latin square design, all subjects read four different reading passa...
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| Veröffentlicht in: | TESOL quarterly 1988-09, Vol.22 (3), p.455-472 |
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| container_title | TESOL quarterly |
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| creator | Taglieber, Loni K Johnson, Linda L Yarbrough, Donald B |
| description | This study investigated the effects of three prereading activities (pictorial context, vocabulary preteaching, and prequestioning) and a control condition on the reading comprehension of 40 undergraduate Brazilian EFL students. In a Latin square design, all subjects read four different reading passages, each passage under one of the four conditions. Immediately after reading a passage, subjects answered an 8-item open-ended test and a 10-item multiple-choice test. Multivariate analysis of variance tests on the two measures revealed significant effects for prereading and passage. Further investigation through Tukey's HSD revealed that all three prereading activities produced significantly higher multiple-choice scores than the control condition. Vocabulary preteaching resulted in increased comprehension compared with the control but was significantly less effective than the other two strategies. Results of the study are interpreted through a schematheoretic view of the reading process. |
| doi_str_mv | 10.2307/3587289 |
| format | Article |
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In a Latin square design, all subjects read four different reading passages, each passage under one of the four conditions. Immediately after reading a passage, subjects answered an 8-item open-ended test and a 10-item multiple-choice test. Multivariate analysis of variance tests on the two measures revealed significant effects for prereading and passage. Further investigation through Tukey's HSD revealed that all three prereading activities produced significantly higher multiple-choice scores than the control condition. Vocabulary preteaching resulted in increased comprehension compared with the control but was significantly less effective than the other two strategies. 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In a Latin square design, all subjects read four different reading passages, each passage under one of the four conditions. Immediately after reading a passage, subjects answered an 8-item open-ended test and a 10-item multiple-choice test. Multivariate analysis of variance tests on the two measures revealed significant effects for prereading and passage. Further investigation through Tukey's HSD revealed that all three prereading activities produced significantly higher multiple-choice scores than the control condition. Vocabulary preteaching resulted in increased comprehension compared with the control but was significantly less effective than the other two strategies. 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(pictorial context, vocabulary preteaching, and prequestioning) and a control condition on the reading comprehension of 40 undergraduate Brazilian EFL students. In a Latin square design, all subjects read four different reading passages, each passage under one of the four conditions. Immediately after reading a passage, subjects answered an 8-item open-ended test and a 10-item multiple-choice test. Multivariate analysis of variance tests on the two measures revealed significant effects for prereading and passage. Further investigation through Tukey's HSD revealed that all three prereading activities produced significantly higher multiple-choice scores than the control condition. Vocabulary preteaching resulted in increased comprehension compared with the control but was significantly less effective than the other two strategies. Results of the study are interpreted through a schematheoretic view of the reading process.</abstract><cop>Washington, D.C</cop><pub>TESOL</pub><doi>10.2307/3587289</doi><tpages>18</tpages></addata></record> |
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| identifier | ISSN: 0039-8322 |
| ispartof | TESOL quarterly, 1988-09, Vol.22 (3), p.455-472 |
| issn | 0039-8322 1545-7249 |
| language | eng |
| recordid | cdi_proquest_miscellaneous_85494153 |
| source | Periodicals Index Online; JSTOR Archive Collection A-Z Listing |
| subjects | Bild Brasilien Brazil Cognitive space College College Students Didaktische Grundlageninformation Englisch English (Second Language) English as a second language Fables Foreign Countries Fremdsprachenunterricht Higher Education Instructional Effectiveness Kontextualisierung Language comprehension Lesetest Leseverhalten Leseverstehen Native languages Nonnative languages Pictorial Stimuli Questioning Techniques Reading Reading Comprehension Reading Readiness Schematheorie Second Language Instruction Second language learning Semantisierung Visualisieren Vocabulary Vocabulary Development |
| title | Effects of prereading activities on EFL reading by Brazilian college students |
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