Directions:
The purpose of this questionnaire is to investigate your beliefs about reading theories and strategies/skills in reading comprehension. There are no right or wrong answers to the statements in the questionnaire. All the answers will be kept confidential and no identity will be disclosed.
This questionnaire consists of two parts. Part One contains Sections A, B and C. There are 20 items in each section:
Section A: investigating what you believe about the importance of reading theories/strategies for reading comprehension.
Section B: investigating what you believe about the necessity of reading theories/strategies in teaching practice
Section C: investigating actual employment of reading theories/strategies in your reading classroom Part Two includes 6 questions related to your background information.
The results will be sent to you once the analyses have been done. If you have any questions about this questionnaire or this project, please contact:
Yu-Chen Chou, Assistant Professor Dept. of Foreign Languages and Literature Feng Chia University
(04) 2451-7250 Ext. 5647 ycchou@fcu.edu.tw
Theories and Strategies on Their Classroom Practices
Part I: Reading Theory/Strategy
Section A: The Importance of Reading Theories/Strategies for Reading Comprehension
How do you rate the importance of the following items according to their role in reading comprehension? Please check the degree of importance of each item for reading comprehension.
1 Not important
2 Less important
3 Somewhat important
4 Very important
5 Extremely important
１ ２ ３ ４ ５
1. Vocabulary □ □ □ □ □
2. Grammar □ □ □ □ □
3. Reading aloud the text □ □ □ □ □ 4. Translating the text into Chinese □ □ □ □ □ 5. Prior knowledge or background knowledge
about the reading content □ □ □ □ □ 6. Understanding the connections of each paragraph □ □ □ □ □ 7. Understanding the types of the text (i.e. exposition,
comparison and contrast) □ □ □ □ □
8. Title □ □ □ □ □
9. Guessing the meaning of words □ □ □ □ □
10. Scanning □ □ □ □ □
11. Skimming □ □ □ □ □
12. Finding main idea □ □ □ □ □
13. Summarizing □ □ □ □ □
14. Outlining □ □ □ □ □
15. Retelling the text □ □ □ □ □ 16. Predicting the main idea of the following paragraph □ □ □ □ □ 17. Monitoring reading comprehension constantly . □ □ □ □ □ 18. Asking questions to check comprehension □ □ □ □ □ 19. Using dictionaries □ □ □ □ □ 20. Using visual support □ □ □ □ □
Section B: The Necessity of Reading Theories/Strategies in Teaching Practices
How do you rate the importance of the following items that should be taught in the reading classes in order to increase students’ reading comprehension? Please check the degree of importance of each item in teaching reading classes.
1 Not important
2 Less important
3 Somewhat important
4 Very important
5 Extremely important
１ ２ ３ ４ ５
1. Teaching vocabulary □ □ □ □ □ 2. Teaching grammar □ □ □ □ □ 3. Asking students to reading aloud the text □ □ □ □ □ 4. Translating the text into Chinese □ □ □ □ □ 5. Activating prior knowledge or background knowledge □ □ □ □ □ 6. Teaching the connections of each paragraph □ □ □ □ □ 7. Teaching the types of the text (i.e. exposition,
comparison and contrast) □ □ □ □ □ 8. Identifying title □ □ □ □ □ 9. Teaching students how to guess the meaning of
the words □ □ □ □ □
10. Teaching students how to scan information □ □ □ □ □ 11. Teaching students how to skim the passage □ □ □ □ □ 12. Teaching students how to find main ideas □ □ □ □ □ 13. Teaching students how to summarize □ □ □ □ □ 14. Teaching students how to do outlining □ □ □ □ □ 15. Asking students to retell the text □ □ □ □ □ 16. Asking students to predicting the main idea of the
following paragraph □ □ □ □ □
17. Asking students to monitor reading comprehension
Constantly □ □ □ □ □
18. Asking questions to check comprehension □ □ □ □ □ 19. Teaching students how to use dictionaries □ □ □ □ □ 20. Using visual support □ □ □ □ □
Theories and Strategies on Their Classroom Practices Section C: Actual Employment of Reading Theories/Strategies in Your Reading Classroom
How often do you employ the following activities in your reading classes? Please check the frequency of each item used in your reading classes.
1 Never or Almost Never (i.e., you never or almost never employ this activity in your reading classes)
2 Seldom (i.e., if you teach 10 units, you employ this activity in about 2 to 3 units) 3 Sometimes (i.e., if you teach 10 units, you employ this activity in about 5 units) 4 Usually (i.e., if you teach 10 units, you employ this activity in about 7 to 8 units) 5 Always or Almost Always (i.e., you almost always employ this activity in each unit)
１ ２ ３ ４ ５
1. Teaching vocabulary □ □ □ □ □ 2. Teaching grammar □ □ □ □ □ 3. Asking students to reading aloud the text □ □ □ □ □ 4. Translating the text into Chinese □ □ □ □ □ 5. Activating prior knowledge or background knowledge □ □ □ □ □ 6. Teaching the connections of each paragraph □ □ □ □ □ 7. Teaching the types of the text (i.e. exposition,
comparison and contrast) □ □ □ □ □ 8. Identifying title □ □ □ □ □ 9. Teaching students how to guess the meaning of
the words □ □ □ □ □
10. Teaching students how to scan information □ □ □ □ □ 11. Teaching students how to skim the passage □ □ □ □ □ 12. Teaching students how to find main ideas □ □ □ □ □ 13. Teaching students how to summarize □ □ □ □ □ 14. Teaching students how to do outlining □ □ □ □ □ 15. Asking students to retell the text □ □ □ □ □ 16. Asking students to predicting the main idea of the
following paragraph □ □ □ □ □
17. Asking students to monitor reading comprehension
Constantly □ □ □ □ □
18. Asking questions to check comprehension □ □ □ □ □ 19. Teaching students how to use dictionaries □ □ □ □ □ 20. Using visual support □ □ □ □ □
Part II: Individual Background
The questions below are about your personal background. Please answer the following questions or check the proper answers.
1. Gender: □ Male □ Female 2. Years of Teaching:
□ less than 2 years □ 2 years – less than 4 years □ 4 years – less than 6 years □ 6 years – less than 8 years □ 8 years – less than 10 years □ 10 or more years
3. Degree of Education: □ Bachelor □ Master □ Ph.D.
4. Specialty: □ TESOL □ Linguistics □ Literature
□ Educational Administration □ Curriculum Design □ Other _________________
5. Your Native Language: □ Chinese □ English □ Other _________
6. The most effective reading approach:
□ Bottom-Up (readers begin the reading process by analyzing the text in small units, and theseunits are built into progressively larger units until meaning can be extracted)
□ Top-Down (readers construct meaning by using general knowledge of the world or of particular text components to predict what comes next in the text)
□ Interactive (interactive models disconfirm the linear order of reading processes from the previous two approaches and postulates reading processes can be in both directions) □ Other ___________________________________________________________
Theories and Strategies on Their Classroom Practices