EFFECTS OF TOP-DOWN APPROACH ON UPPER SECONDARY STUDENTS’ READING PERFORMANCE

Abstract

This study aimed to determine the effects of top-down approach on an upper secondary students’ reading performance and explore students’ attitudes towards top-down approach in improving their reading skill. The participants of this study were 69 students, including 35 students in the experimental group taking top-down reading strategies and 34 students in the control group with conventional strategies. Reading comprehension test, summary writing test and a questionnaire were employed to measure students’ reading performance and students’ attitude towards their learning to read. The findings indicated that both groups gained a higher level of reading performance as well as a positive attitude toward reading. However, compared to the control group, the experimental group made a sharper increase in reading comprehension. Additionally, the results of students’ summary writing revealed that the top-down reading strategies contributed to the students’ quality of summary writing. Thus, the study strongly recommended that top-down reading strategies should be frequently taught and used to improve students’ reading comprehension.