Abstract

This paper reports findings from the study that assessed the first year Indian ESL students’ awareness of reading strategy use. It also investigated the relationship that exists between reading strategy use and the reading comprehension achievements of the Indian ESL students. The study utilized two instruments such as SORS and RCT which is the modified version of TOEFL reading comprehension. The reading strategies are classified into the global, problem solving and supporting. The results showed that the students employed problem solving strategy the most and they least preferred to use global strategies. The difference in the strategy use is statistically significant except for supporting strategy. The high proficiency students over performed the middle and the low proficiency students in terms of strategy use. Overall, the reading strategy use moderately correlated with the reading comprehension achievement of the Indian students. There is a significant difference in the use of strategy by Gender, in which the female students reported using more strategy than that of male students. The pedagogic implications of these findings are discussed in terms of practices in the Indian society. Thus, the study identifies the Indian ESL students, reading strategy preferences and suggests remedial measures for classroom teaching.

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