Publishing Partner: Cambridge University Press CUP Extra Wiley-Blackwell Publisher Login
amazon logo
More Info


New from Oxford University Press!

ad

The Vulgar Tongue: Green's History of Slang

By Jonathon Green

A comprehensive history of slang in the English speaking world by its leading lexicographer.


New from Cambridge University Press!

ad

The Universal Structure of Categories: Towards a Formal Typology

By Martina Wiltschko

This book presents a new theory of grammatical categories - the Universal Spine Hypothesis - and reinforces generative notions of Universal Grammar while accommodating insights from linguistic typology.


New from Brill!

ad

Brill's MyBook Program

Do you have access to Dynamics of Morphological Productivity through your library? Then you can by the paperback for only €25 or $25! Find out more about Brill's MyBook program!


Academic Paper


Title: The Effect of Reading Strategy Training on University ESL Learners' Reading Comprehension
Author: Alireza Karbalaei
Email: click here to access email
Institution: University of Mysore
Author: K S Rajyashree
Email: click here to access email
Institution: Central Institute of Indian Languages
Linguistic Field: Applied Linguistics
Subject Language: English
Abstract: The current research examined the effects of note-taking instruction on reading comprehension of college students at undergraduate level. A sample of 63 students majoring in English, aged 17-25 (32 males, 31 females) were selected from among students of four classes in three different colleges in Mysore, India. They received 9 weeks of instruction and practice by Cornell method of note-taking. The effects of the note-taking instruction were measured by their performance on two multiple-choice reading comprehension texts. Students' performances on a proficiency test was used to group them into two levels (high vs. low) and functioned as another independent variable in analysis in addition to gender as another variable in this study. Results indicated significant treatment effect in favor of the strategy of note-taking instruction on both high and low groups. There was no statistically significant difference between low and high groups after instruction, although such a difference existed between two groups before instruction./L/The results suggest that college students can be instructed to develop note-taking ability that promotes their learning without taking gender factor into account because there was no significant difference between males and females in this study.
Type: Individual Paper
Status: In Progress
Publication Info: Language in India, Volume 9, p. 112-127


Back
Add a new paper
Return to Academic Papers main page
Return to Directory of Linguists main page