The Effects of Pre-Reading Questions on Middle School Students’ Reading Comprehension
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This study examines the effects of pre-reading questions on the reading comprehension of Korean middle school students. Fifty-eight middle school students read two expository texts and answered comprehension questions. Prior to reading, the experimental group received three pre-reading questions but the control group did not. Results showed that the pre-question group outperformed the no-question group on overall comprehension. Specifically, the pre-question group performed better on both repeated questions and on new questions. When the two groups’ performance on different kinds of questions (explicit, implicit) was compared, the pre-question group scored higher on implicit questions; however, there was not a significant difference in the groups’ performance on the explicit questions. The findings suggest that pre-reading questions had a facilitative effect on repeated questions and new questions. However,beneficial effects of pre-reading questions were limited to implicit questions. Implications of the findings for reading instruction in EFL classrooms are discussed.
Abstract
This study examines the effects of pre-reading questions on the reading comprehension of Korean middle school students. Fifty-eight middle school students read two expository texts and answered comprehension questions. Prior to reading, the experimental group received three pre-reading questions but the control group did not. Results showed that the pre-question group outperformed the no-question group on overall comprehension. Specifically, the pre-question group performed better on both repeated questions and on new questions. When the two groups’ performance on different kinds of questions (explicit, implicit) was compared, the pre-question group scored higher on implicit questions; however, there was not a significant difference in the groups’ performance on the explicit questions. The findings suggest that pre-reading questions had a facilitative effect on repeated questions and new questions. However,beneficial effects of pre-reading questions were limited to implicit questions. Implications of the findings for reading instruction in EFL classrooms are discussed.
참고문헌 (33)
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