English reading strategies of Maltese children in the late primary school

Abstract

The aim of this study was to determine whether late primary (year 6) Maltese children from English Dominant and English Non-Dominant backgrounds, read better orally when words are presented in list or context. The children read words in passage and in list form presented in respective order. The reading errors were classified into Non-Words, Syntactical Substitutions, Unacceptable Substitution and Omissions error categories. Pearson chi-square was used for statistical analysis of errors. Results showed that both English Dominant and English Non-Dominant readers performed significantly better when presented with list readings and less well in the context readings. This indicates that the methods teachers use to teach English reading to Maltese children prepare them better to read words in isolation. These findings also indicate that the methods by which children are taught reading have implications for later success in reading and for the strategies they develop to become good readers. These findings are supported further by comments made by the children after they were tested.