Abstract: The purpose of the study was to find out the relationship between reading strategies and the Lexile score of the online reading comprehension program ‘Literacy Pro’. It was hypothesized that the reading strategies adopted by students and the same recommended by the teachers have a positive intervening effect on the Lexile scores. The findings of the study were not completely supportive as hypothesized. The moderated mediation regression results are not reflecting any significant improvement in the Lexile score of students through the intervention of reading strategies adopted by the students and the training imparted to that effect by the teachers. The technology oriented ‘Literacy Pro’ is a multi-component reading skill development program. Reading comprehension is the product of multiple skills and knowledge sources, and the struggling readers often experience difficulty in multiple reading skills. The foundational skills such as word identification, vocabulary knowledge, and reading fluency in addition to strategies are necessary to construct meaning of the text and reading comprehension. Teachers must promote text discussions in the classroom, provide online quiz competitions to improve vocabulary, grammar, and construction of the sentences of a given text in the online reading program. An attractive and motivating software application shall be developed and integrated to ‘Literacy Pro’ for individual learning practices and reading comprehension.
Keywords: ESL, Literacy pro, Moderated Mediation, Online Reading, Reading comprehension.
Title: Reading Strategies and Reading comprehension in English among ESL school students in Dubai, UAE – A Moderated Mediation Regression Model
Author: Sheeba Jojo, Channintorn Jittawiriyanukoon, Varughese Kizhakkacharuvil John
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
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