Strategies used for regarding comprehension by grade eight students
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Department of English Education
Abstract
This thesis entitled “Strategies Used for Reading Comprehension by Grade Eight
Students” is an attempt to identify the strategies adopted by grade eight students in
reading comprehension. The researcher collected data from the students of five
secondary schools of Koshi rural municipality of Sunsari district. The researcher used
survey research design. The total sample population of the study consisted of 50
students and five sample teachers selected from the five different schools. The
researcher selected ten students from each school. The questionnaire was the major
tool for the data collection. The researcher spent two days in each school for
collecting the data. Students’ responses were collected in the first day and teachers’
responses were collected in the second day. This study revealed that there are varieties
of strategies being implemented by the learners for reading comprehension. Some of
the most frequently used strategies are asking teachers to translate English sentences
into Nepali, consulting monolingual dictionary, reading English newspapers,
consulting with peer, finding synonyms and antonyms, skimming and scanning.
Similarly, most frequently implemented strategies for reading comprehension were
predicting the meaning from the context, dividing the chapter into three stages like
pre-reading, while-reading and post-reading stages, making pair discussion,
connecting the new words with already learnt ones. Furthermore, the students adopted
loud and silent reading strategies as well as paraphrasing, summarizing, elaborating,
drawing conclusion. The students frequently asked the teachers to translate the text
into Nepali equivalents for reading comprehension.
This study consists of five chapters. Chapter one consists of the introduction,
general background, statement of the problem, objective of the study, research
question, significance and delimitation of the study. Chapter two consist review of
related literature, their implications and theoretical framework. Chapter three consist
of design of the study, source of data, population sample and sampling procedures,
data collection procedures. Chapter four consists of results and discussion. This
chapter includes the results of the study along with discussion of data. These data
were analyzed and tabulated on the basis of the students’ and teachers’ responses.
Chapter five consists of the summary, conclusion, and pedagogical implications of the
study. The references and appendices are the conducting parts of the study.