Differential Effects of Comprehension Strategy and Grammar Instruction on Second Language Reading Comprehension

This study investigated the effects of two different types of instruction on second language reading comprehension by low proficiency Korean college students. Three intact remedial classes were assigned to either strategy or grammar instruction. Seven comprehension strategies aligning with theories of comprehension processes were identified and taught in a concerted manner under strategy instruction while a traditional type of grammar teaching was implemented under grammar instruction. Results showed that both types of instruction led to similar student performance on the textbase comprehension measure assessing sentence level understanding. However, students with strategy instruction outperformed those with grammar instruction on the measures assessing deeper level understanding of a text, which required the students to connect text parts across sentences or paragraphs, or use knowledge-based inferences. Students’ think-aloud reports were also used to provide depth analysis.