IV

   

 

 

TABLE OF CONTENTS

ABSTRACT………………………………………………………………………IIIACKNOWLEDGEMENTS……………………….…………………………….IV

TABLE OF CONTENTS…………………………………………………………V

LIST OF TABLES……………………………………………….……………VIII

LIST OF FIGURES………………………………………….………………….IX

CHAPTER I: BACKGROUND AND PURPOSE………………………………1

1.1 Introduction……………………………………………………………………………………2

1.2 Statement of the Problem………………………………………………………………………7

1.3 Statement of the Research Question…………………………………….…………………….9

1.4 Statement of the Research Hypothesis…………….………………………………………….10

1.5 Definition of Key Terms………………………………………….………………………….10

1.5.1 Collaborative Strategic Reading (CSR) ……….………………..…..……….………….10

1.5.2 Reading Comprehension…….…………………………………………………………..10

1.6 Significance of the Study……………………………………………..………………………11

1.7 Limitations and Delimitations …………..……………………………………………….…..12

1.7.1 Limitations……………………………………………………….………………………12

1.7.2 Delimitations……………………………………………………………………………..13

CHAPTER II: REVIEW OF THE RELATED LITERATURE………………15

2.1Introduction…………………………………….………..….…..……………………………16

2.2 Reading…………………………………………………………….…………………………16

2.2.1 Models of Reading………………………………………………………………………..17

2.2.2 Components of Reading…………………………………………………………………..19

 

2.2.3 Foreign Language Reading……………………………………………………………….20

2.3 Reading Comprehension……………………………………………………………………..22

2.3.1 Definitions of Reading Comprehension…………………………………………………..24

2.3.2 Categories of Reading Comprehension………………………………..…………………25

2.3.3 Influential Factors in Reading Comprehension………………………….………………27

2.4 Reading Strategies……………………………………………………………………………28

V

2.4.1 Definitions of Reading Strategies………………………………………………………..30

2.4.2 Categories of Reading Strategies…………………………………………….…………..31

2.4.3 Reading Strategies and Reading Comprehension…………………………..……………32

2.4.4 Reading Strategies Studies in Iran………………………………………….……………35

2.5 Skilled Versus Unskilled Readers……………………………………………………………36

2.6 Collaborative Strategic Reading……………………………………………………………..42

2.6.1 Strategies Used in Collaborative Strategic Reading………………………..……………42

2.6.2 Collaborative Strategic Reading Training………………………………………………..47

2.6.3 Theoretical Background for CSR…………………………………………….…………..54

2.6.4 Studies Related to Collaborative Strategic Reading…………………………..…………62

CHAPTER III: METHOD…………………………….………………………..68

3.1 Introduction…………………………………………………………………..………………69

3.2 Participants……………………………………………………………………………………69

3.3 Instrumentation………………………………………………………………………………70

3.3.1 Language Proficiency Test Used for Homogenization……………………………….….70

3.3.2 Rating Scales…………………………………………………………..………………….72

3.3.2.1 Writing Rating Scale of PET……………………………………………..………….72

3.3.2.2 Speaking Rating Scale of PET……………………………………………………….72

3.3.3 Pretest……………………………………………………………………………………..72

3.3.4 Post-test …………………………………………………………………………………..73

3.3.5 Material………………………………………………………………………………..….73

3.3.6 Cue Cards………………………………………………………………………………….74

3.3.7 CSR Learning Logs……………………………………………………………………….75

3.3.8 Clunk Cards ………………………………………………………………………………75

3.4 Procedure…………………………………………………………………………….………76

3. 5 Design of the Study………………………………………………………………………….89

3.6 Statistical Analysis……………………………………………………………………………89

CHAPTER IV: RESULTS AND DISCUSSION……………………………….91

4.1 Introduction…………………………………………………………………………………..92

4.2 Participant Selection…………………………………………………………………………92

یک مطلب دیگر :

VI

4.2.1 Descriptive Statistics of the PET Proficiency Test Piloting……………………………..93

4.2.2 Descriptive Statistics of the PET Proficiency Test Administration…………..…………97

4. 3 Dividing the Participants into the Two Groups…………………………………….……….98

4.3.1 Descriptive Statistics of Reading Comprehension Pretest Piloting…………..…………98

4.3.2 Descriptive Statistics of Reading Comprehension Post-test Piloting…………..……….99

4.4 Checking the Normality……………………………………………………………………100

4.5 Pretest of Reading Comprehension Administration……………………………………..…101

4.6 Research Question………………………………………………………………………….103

4.7 Criterion Referenced Validity………………………………………………………………106

4.7.1 K-R 21 Reliability Indices…………………………………………………….………..107

4.8 Discussion………………………………………………………………………………….107

CHAPTER V: CONCLUSION AND PEDAGOGICAL IMPLICATIONS..109

5.1 Introduction…………………………………………………………………………………110

5.2 Conclusion………………………………………………………………….………………111

5.3 Pedagogical Implications…………………………………………………..……………….111

5.3.1 Implications for EFL Teachers……………………………………………….…………112

5.3.2 Implications for EFL Learners……….………………………………………..…….…113

5.3.3 Implications for EFL Syllabus Designers and Curriculum Developers………….…….113

5.4 Suggestions for Further Research…………………………………………………………..114

REFERENCES………………………………………………………………….116

APPENDICES………………………………………………………..…………130

Appendix A: Language Proficiency Test Used for Homogenization (PET)…………..……….

Appendix B: Writing Rating Scale of PET………………………………..……………………

Appendix C: Speaking Rating Scale of PET……………………………………………………

Appendix D: Pretest……………………………………………………………….……………

Appendix E: Post-test…………………………………………………………………………..

Appendix F: Cooperative Learning Group Roles………………………………………………

Appendix G: CSR Learning Log……………………………………………………………….

 

 

	VII

 

LIST OF TABLES

 

Table 3.1: Number of Participants in Experimental and Control Groups………..………………69

Table 3.2: Stage 1 of CSR’s Plan for Strategic Reading……………………………..…………..81

Table 3.3: Stage 2 of CSR’s Plan for Strategic Reading…………………………..……………..83

Table 3.4: Stage 3 of CSR’s Plan for Strategic Reading………………………………………….84

Table 3.5: Stage 4 of CSR’s Plan for Strategic Reading……………………………..…………..86

Table 4.1: Descriptive Statistics of the PET Piloting……………………………………………93

Table 4.2: Reliability of the PET Piloting before Deletion of Malfunctioning Items……………94

Table 4.3: Reliability of the PET Piloting after Deletion of 3 Items……………………….……94

Table 4.4: Inter-rater Reliability of the Two Raters in the Piloting of Writing Part 2….….…….95

Table 4.5: Inter-rater Reliability of the Two Raters in the Piloting of Writing Part 3………..….95

Table 4.6: Inter-rater Reliability of the Two Raters in the Piloting of Speaking…………….….96

Table 4.7: Descriptive Statistics of the PET Administration……………………………………97

Table 4.8: Reliability of the PET Administration……………………………………….………97

Table 4.9: Descriptive Statistics of Reading comprehension Pretest Piloting……………..……98

Table 4.10: Reliability of the Reading Comprehension Pretest Piloting…………………..……99

4.11: Descriptive Statistics of the Reading Comprehension Post-test Piloting…………………99

4.12: Reliability of the Reading Comprehension Post-test Piloting……………………………100

Table 4.13: Normality Assumptions……………………………………………………………101

Table 4.14: Descriptive Statistics of Pretest of Reading comprehension by Groups………..…102

Table 4.15: Independent t-test of Pretest of Reading comprehension by Groups…………..….102