procedures. For Form B and D, there
was no significant difference in stu-
dents’ scores between the two tests
that used before, during, and after
reading strategies. This seems to
indicate that strategies help students
perform better on reading tests when
they are utilized.
Conclusion
Data analysis showed there was a significant difference in students’ reading test scores when they read a text without preparatory activities and when they participated in before, during, and after reading strategies before taking a test. Students' reading scores went up when they participated in before, during, and after reading strategies. The results of this study are in line with similar findings by Asher, Hymel, and Wigfield (1978), Gambrell (2011), Guthrie and Anderson
(1999a), L’Allier and Elish-Piper (2007), Meredith and Steele (2011), and Vacca et al. (2011).
Student engagement and motivation are essential for developing reading compre-hension. Teachers can implement strategies before, during, and after reading and develop activities to help students think deeply about text and activate prior knowledge (Vacca et al., 2011). Motivated readers choose to invest time and effort in reading. Without motivation and engagement, students’ attention to learning is at risk (Asher et al., 1978). Students cannot be expected to use strategies and activities to engage in reading without teacher scaffolding and support (Guthrie & Anderson, 1999). Based on the findings of this study and the review of the literature, teachers who encourage good reading habits and promote better reading outcomes should model a variety of before, during, and after reading strategies.
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"Student engage-
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