The same authors further point out that such awareness and monitoring processes are often referred to in the literature as metacognition, which can be thought of as the knowledge of the reader’s cognition about reading and the self-control mechanisms they exercise when monitoring and regulating text comprehension.
One of the objectives of the current study is to explore whether reading strategies awareness is a better predictor of reading comprehension.
In a South African context, the need for a reading strategy instruction should be seen against the poor reading performance of the learners at primary, high school and tertiary level.
According to Pretorius (2002), reading is a powerful learning tool, a means of constructing meaning and acquiring new knowledge.
Many learners in the high schools demonstrate a low level of strategy knowledge and lack of metacognitive control (Dreyer 1998; Strydom 1997).
According to Nel, Dreyer and Kopper (20), many South African students enter higher education underprepared for the reading demands that are placed upon them.The results of a similar study conducted by Ilustre (2011) in the Philippines showed that amongst the three subscales of metacognitive reading strategies, only problem solving strategies correlated positively with text comprehension.Purpose of the study In order to meet the reading needs of learners, educators are pressed to develop both effective instructional means for teaching reading comprehension and the use of reading strategies.The results of this study indicate that (1) learners who received reading strategy instruction scored both statistically and practically significantly higher marks on the reading comprehension test than those in the control group and (2) explicit instruction in the use of reading strategies was essential to bring about the increased use of reading strategies of learners in the experimental group.The study has implications for learners, teachers, university students and lecturers.Thus, this study seeks to examine the contribution of reading strategy instruction to the reading comprehension and strategy awareness of Grade 11 ESL learners with a view to offering suggestions for the development of effective reading strategy instruction so as to improve learners’ reading comprehension and strategy awareness skills.Specifically, the study seeks to address the following research questions:1. • Abstract • Introduction • Purpose of the study • Current theoretical perspective • Problem statement and research objectives • Rationale of the study • Research method • Design • Subjects • Instrumentation • Data collection procedure • Teaching procedure • Data analysis • Results • Discussion of results • Implications • Conclusion • Acknowledgements • Competing interests • References • Appendix A • Predicting what is to come in a text • Presentation • Description of the teaching procedure • Evaluating students strategy development The aim of this study was to examine the reading strategies used by Grade 11 English Second Language (ESL) learners and the possible effects of reading instruction on their reading comprehension and strategy awareness. This is an Open Access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.According to Antoniou and Souvignier (2007), the main aims of strategy training are monitoring understanding, enhancing understanding, acquiring and actively using knowledge, and developing insights.In addition, Cubukcu (2007) points out that to be effective, students must have a wide array of reading strategies at their disposal and know where, when and how to use these strategies.