Background: Student reading challenges have been reported worldwide. In many classrooms around the world, teaching students appropriate strategy-use has been a technique used to improve comprehension and improve reading proficiency. However, strategy-use instruction per se may not produce holistic results. Objectives: This article reports on an extended strategy-use instruction to improve students’ reading proficiency in a particular subject area. The technique of role-play, as well as an integration of affective strategies, was used to improve the cohort of first-year students’ reading of subject-specific texts. Method: The intervention was conducted by way of tutorials. A questionnaire was used to elicit students’ views and opinions after the intervention. The responses were analysed using content analysis of emerging themes. Results: Students reported benefiting from the intervention with respect to reading their assigned texts, as well as increased motivation. Conclusion: It is recommended that strategy-use instruction include other innovative techniques such as role-play to improve students’ reading proficiency in a specific subject.

中文翻译：

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扩展策略使用指导，以提高学生在内容学科中的阅读能力

背景：全球已有学生阅读挑战的报道。在世界各地的许多教室中，教给学生适当的策略使用方法已成为一种用于提高理解力和提高阅读能力的技术。但是，策略使用指令本身可能不会产生整体结果。目标：本文报告了一项扩展的策略使用指导，以提高学生在特定学科领域的阅读能力。角色扮演技术以及情感策略的整合被用来改善一年级学生阅读特定主题文本的能力。方法：通过教程进行干预。干预后，使用问卷调查表征求学生的意见。使用新兴主题的内容分析来分析响应。结果：学生们报告说，他们从阅读指定课本的干预中受益匪浅，而且动机有所提高。结论：建议策略性使用教学中应包括其他创新技术，例如角色扮演，以提高学生对特定科目的阅读能力。