Reading strategy use by Korean high school students on CSAT English test items

This study aimed to examine which reading strategies Korean high school students use for differenttypes of English reading comprehension test items on the College Scholastic Ability Test (CSAT), andhow strategy use varies by academic achievement and grade level. A total of 196 students in grades 1to 3 nationwide participated in a survey based on the Survey of Reading Strategies (SORS). Thecollected data were analyzed using t-tests and ANOVA to identify differences in strategy use acrossitem types, achievement levels, and grades. The results showed significant differences in strategy useaccording to item type, academic achievement, and grade. In particular, high-achieving students andfirst-year students tended to use a wider range of effective strategies. Strategy use was significantlycorrelated with correct responses in the “main idea identification” and “language form & vocabulary”item types. Distinct strategy using patterns also emerged based on academic achievement and grade. These findings suggest that reading strategy instruction should be differentiated by student ability andgrade level. Explicit and systematic strategy training may help improve reading comprehension. Thisstudy highlights the need to develop customized instructional approaches that reflect students’ uniquepatterns of strategy use depending on their academic level and school year.