The Effects of Homogeneous Versus Heterogeneous Reading-Style Grouping on EFL Students' Non-Preferred Reading Style and Reading Comprehension
Social Science Research Network
The purpose of this study was to investigate the effects of homogeneous versus heterogeneous reading-style grouping on EFL students' nonpreferred reading style and reading comprehension. The study used a pretest-posttest experimental design. The original subjects of the study (N=86) were Egyptian English major senior students during the 2005/2006 academic year. At the beginning of this academic year, the Analytic/Global Reading Styles Inventory (AGRSI) was administered to these subjects to
... se subjects to measure each student's analytic and global reading styles. Based on their scores on the inventory, strongly analytic and strongly global subjects (N= 62) were randomly assigned to homogeneous and heterogeneous groups. Afterwards, both groups were tested to measure each student's reading comprehension before treatment using the Reading Comprehension Test developed by the researcher. Each group was then randomly assigned to pairs. During treatment, the members of each pair alternatively exhibited their reading behaviors by thinking aloud while reading and sharing answers to postpassage questions after reading. The study lasted for 28 weeks, one ninetyminute session per week. After treatment, the AGRSI and the Reading Comprehension Test were readministered to both groups to measure each student's non-preferred reading style and reading comprehension. The differences in the pre-to-posttest improvement between the two groups were then analyzed for significance using ANCOVA. The results indicated that the heterogeneous group students demonstrated significantly greater pre-toposttest improvement in both their non-preferred reading style and reading comprehension than the homogeneous group students [f (1, 59)=60.33, p < 0.001; f (1, 59)= 43.18, p < 0.001, respectively]. Based on these findings, the researcher concludes that the non-preferred reading style can be developed when students learn with and from others with different reading styles and that reading comprehension is neither a bottom-up nor a top-down process but an interaction between the two. Therefore, it demands the development and integration of both the left and right hemisphere functions of the brain. The study concludes with suggestions for further research.