READING STRATEGIES OF SUCCESSFUL READERS THROUGH THE THREE PHASE APPROACH

Abstract

This article examines the strategies effective readers employ in pre-reading, reading and post-reading stages of instruction in classroom language learning. Therefore, this study aims at determining the difference in the strategy use by both successful and less successful readers at an upper-intermediate level. The subjects of this study were preparatory ELT students at Hacettepe University. The students were administered an inventory of strategy use during their in-classroom reading studies. Data was analyzed through a percentage study. It was reported in the study that successful readers differed in some strategies (S11, S17, 21, S31 and S32 while reading, and S36 and S38 in post-reading stage). By recognizing the differences between the two groups during the reading stage, foreign language teachers were advised to begin with a global understanding of the reading material, and then move to smaller units such as words, sentences and paragraphs since the longer units provide a context for understanding smaller units. A sentence or a paragraph may also help the reader to understand a specific word (the contextual meaning). As for the post-reading stage, the students should be guided to make use of their background knowledge to reach and capture the meaning (the message) given in the reading material.