The comparative effect of language used in recall protocol in reading comprehension

• Main Author: Zainal, Zaidah
• Format: Book Section
• Language: English
• Published: Penerbit UTM 2008
• Subjects: PE English
• Online Access: http://eprints.utm.my/id/eprint/27778/1/ZaidahZainal2008_TheComparativeEffectofLanguageusedinRecallProtocol.pdf; http://eprints.utm.my/id/eprint/27778/; http://www.penerbit.utm.my/bookchapterdoc/FPPSM/bookchapter_fppsm09.pdf

This study raises the issue of language of protocol used as an instrument for data collection, particularly in a study of reading comprehension and strategies. The question raised is whether the language ofprotocol, either LI or L2, will make a difference in the performance ofreaders when recalling information from a text. Protocol methods, unlike other testing methods, used in reading comprehension studies have intrigued many researchers because they indirectly reveal a reader's cognitive process when reading. Alderson (2000) notes that the study of reading can be divided into two: the process and the product. The product of reading is concerned with what understanding of the text a reader has reached. This can be achieved through some form of a comprehension test. The process of reading, on the other hand, is concerned with how the reader reaches the understanding of the text. Alderson (2000: 3-4) notes that 'understanding the process of reading is presumably important to an understanding of the nature of reading, but at the same time it is evidently a difficult thing to do.' The fact that the reading process is a silent and private activity, methods such as think-aloud protocol, recall protocol or miscue analysis are used in many studies of reading.