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The teaching of literary stylistics to improve reading comprehension skills
Author
Goh, Eunice Jia Ying
Supervisor
Loh, Chin Ee
Abstract
A mixed-method, quasi-experimental study was conducted on 70 Secondary Four and Five students. Based on convenience sampling, student participants were separated into two classes. Both classes, Control Group (CG) and Experimental Group (EG), completed a pre-test and post-test and attended two four-hour lessons as the intervention. CG focused on practising multiple comprehension test materials whilst EG focused on the teaching of literary skill sets through selected text materials. Post-test reading comprehension test scores revealed significant improvements for EG and no significant improvements for CG. Post-test qualitative interviews conducted on selected EG participants reported that the lessons were focused and imparted easily applicable techniques for interpretation of texts and answering of reading comprehension questions. The findings indicated that the use of literary stylistics to the teaching of reading comprehension enables more effective and independent readers. By imparting an effective reading strategy through proper scaffolding and guidance, it is hoped that students would develop greater confidence and interest when they read literary texts or study English Language and Literature.
Date Issued
2019
Call Number
LB1050.45 Goh
Date Submitted
2019