The purpose of this study is to examine the use of reading strategies of Korean high school 3rd grade students according to their reading proficiency. The main questions addressed in this study are as follows.
First, which reading strategies do high school students use?
Second, is there any difference of the use of the reading strategies between high-level students and low-level students.
The result of this study are as follows.
First, the average of the frequency of reading strategies is 3.32, which shows the properly enough use of them. Korean high school 3rd grade students use problem solving strategies(PROB) most. This means that learners relatively more focused on specific information than general understanding of the text.
Second, high proficiency groups show a far greater use of all reading strategies. Each average of the frequency of reading strategies of high-level students, middle-level students, low-level students is 3.36, 3.10, 2.51.
Third, high' middle and low proficiency groups reveal similarity in strategy use. The three groups use reading strategies in the order of PROB(Problem Solving Strategies), GLOB(Global Reading Strategies), SUP(Support Reading Strategies).
Form these results, some problems are found requiring some corrections and make-ups. Therefore the researcher would like to give some suggestions for improving learners' reading proficiency.
Firstly, there are differences between high and low proficiency groups in their use of English reading strategies. English teachers should develop well-organized curriculum and teaching materials for low-level students to use more of global reading strategies as well as other reading strategies.
Secondly, as students show low interests in English reading materials and many students don't guide study about English reading strategies by English teacher. Therefore teachers should arouse their interest and intrinsic motivation through authentically integrated materials. Also teachers should offer sufficient opportunities to teach reading strategies and guide for self-evaluation on their learning process so that we can keep their intrinsic motivation and facilitate their participation in English reading.