Reassessing Reading Strategies in the Engineering Classroom

Autor/inn/en	John, Divya; Devi, G. Sandhiya
Titel	Reassessing Reading Strategies in the Engineering Classroom
Quelle	In: Reading Psychology, 44 (2023) 3, S.326-340 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (John, Divya) ORCID (Devi, G. Sandhiya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2022.2147610
Schlagwörter	Reading Strategies; Engineering Education; Teaching Methods; Undergraduate Students; Reading Comprehension; Instructional Materials; Student Attitudes; Academic Language; Positive Attitudes; Reading Instruction; Instructional Effectiveness; English for Academic Purposes; English (Second Language); Second Language Learning; Second Language Instruction; Familiarity + Suchen Sie Ihr Suchwort? Reading strategy; Leselernstufe; Lesetechnik; Ingenieurausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Leseverstehen; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Schülerverhalten; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Leseunterricht; Unterrichtserfolg; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht
Abstract	Engineering undergraduates face difficulties in comprehending discipline-specific study materials because the reading skill has been neglected at the school-level, and the students themselves have not been motivated adequately to read. This paper hypothesizes that instruction-sessions on reading strategies enable tertiary-level learners to understand their engineering texts better. In this study, the teacher-researchers distributed a questionnaire to find out the students' difficulties in academic reading, their attitude to the reading strategies taught, and the usefulness of the instruction-sessions. They also interviewed the students, and systematized the data collected. The analysis showed a mixed reaction from the students. Some of them reported that learning the strategies fostered a positive change in advancing their reading skills, while others testified that strategies had only a negligible role in doing so. Therefore, this study suggests a 5 D approach to strategic reading -- Decipher, Digest, Deduce, Detail and Discuss -- to overcome the difficulties in reading. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01