A Comparison of Two Methods of Teaching Advanced ESL Reading.

Two methods of teaching advanced English as second language reading were compared in a sample of 24 Asian college students who were non-native speakers of English. The subjects were divided into three matched groups, each with one of two different teachers using different teaching methods, but both using the same text. It was hypothesized that all students would show progress when pretest and posttest scores were compared and that there would be no significant differences in posttest scores. The groups received either traditional or skills-based reading instruction (Group A, Teacher 1, traditional treatment; Group B, Teacher 1, skills-based treatment; and Group C, Teacher 2, traditional treatment). The hypothesis was partially supported; however, the group that received skills-based instruction scored significantly higher on the posttest and showed greater progress from pretest to posttest. The results show that a skills-based approach to teaching reading is more effective than a traditional approach. It is concluded that choice of teaching method does affect student learning even when the same instructional materials are used. (RW)