Interaction of Previewing Reading Strategy with Item Types, Item Difficulty, Learning Styles, and Proficiency Levels

Despite the widespread use of the previewing strategy (i.e., previewing multiple choice options prior to reading a main passage) in a test context like CSAT English Reading, there are few studies that empirically identify its effects. To fill this gap, the current study examined the effect of previewing in relation with four interaction variables regarding test-items (item types; item difficulty) and learner’s characteristics (learning styles; English proficiency). The research was implemented based on the experimental design. Specifically, Korean secondary school students were assigned to either previewing or non-previewing condition. Also, four moderating variables were manipulated or measured through test-item choices and the survey. The collected data was analyzed through four series of Analysis of Covariance (ANCOVA). Main findings are as follows: First, the previewing strategy had significant influence on the reading performance. Especially, this study identified specific conditions for previewing to backfire. Second, the result clarified what type of test-item (e.g., inference type items) is appropriate for previewing. Third, it also told who should avoid using the previewing strategy (e.g., holistic style; intermediate level). The findings provided pedagogical implications on how to teach a specific reading strategy in the frame of Strategy-Based Instruction (SBI). Limitations and future research areas are suggested in the final chapter.