Exploring Effects Of Integrated Instructional Reading Strategy On Senior High School Students' Reading Achievement Of Informational Texts

The integrated instructional reading strategy(IIRS)is a relatively new strategy developed by integrating previously applied reading strategies of the KWL(Know-Want-Learn)and SQ3R(Survey,Question,Read,Recite and Review)within classroom lecturing.This study intends to explore the effects of the IIRS on tenth grade students' reading achievement of informational texts,use of metacognitive strategies and their attitudes towards the IIRS.This study lasts for a two-month treatment time period,which is designed and developed based on the relevant theories with three research questions,that is,what are the effects of the IIRS on tenth grade students' achievement of informational text reading;what are the effects of the IIRS on students' use of metacognitive strategies;and what are the students'attitudes towards the IIRS.The subjects are 60 tenth graders in this experiment,who are learning English as a foreign language in a private international school in Luo Yang,Henan Province.These tenth graders take part in the summer class during their summer vacation,preparing for the upcoming lessons taught by Canadian teachers with a full English teaching environment.The experiment is conducted within this two-month time period.These students definitely will confront with challenges in their lessons,for example,mathematics,physics,biology,chemistry in the new term,which will be present in the form of informational texts with a full English teaching environment.In addition,the way to teach these subjects will be greatly different from the way of traditional instruction.Therefore,this study is carried out to explore the effects of the IIRS on students' reading achievement of informational texts,on students' use of metacognitive strategies as well as students' attitudes towards the IIRS against the real teaching context.These students are randomly classified into treatment group(TG)receiving the IIRS instruction in reading classes,namely,students should finish the KWRL(Know-Want-Read-Learn)table by themselves before the reading class with the following lecturing offered by the teacher in the class and control group(CG)receiving the traditional way of reading instruction with same reading materials,namely,the teacher points out unfamiliar words before the reading,assigns reading task and then examines students' reading comprehension.Before the experiment,all the students should finish the background questionnaire in order to ensure that they all have a similar experience in learning English,which is followed by the pre-test,aiming to collect the original data of students' level of reading comprehension of informational texts.After the pre-test,the survey of reading strategies(SORS)is handed out to the students in the treatment group and the same SORS-the post-SORS is offered to them after the post-test as well.At the end of this experiment,an immediate post-test is given to all the students.Besides,9 interviewees are chosen from the treatment group to express their opinions about the IIRS as feedbacks.The data collected from three main instruments-pre-post tests,SORS and interview,are then analyzed quantitatively and qualitatively.The results of the study show that the IIRS has improved students' reading achievement of informational texts and frequency of metacognitive strategy use,in turn,the IIRS has gained popularity among students who show positive attitudes towards this new reading strategy.