A case study of UTM students: the relationship between reading comprehension and strategies of readers

Abstract

Examining the dynamic process of reading is not an easy task, as reading is most of the time a private process. Researchers have attempted to examine the reading processes through qualitative studies employing techniques such as miscue analysis, introspection, retrospection, think-aloud protocol and verbal recall. These techniques have offered valuable contributions to the investigation of the reading process. Studies relating reading strategies to reading comprehension are quite limited. In the light of this issue, this researcher focuses on the relationship between a student’s reading strategies and comprehension of texts. In exploring the psycholinguistic processes involved, a qualitative approach is used to analyse the data. This study seeks to find answers to this research question: is there a relationship between individual student’s reading strategies and reading comprehension?