investigating high and low achieving talented students’ strategy use, perceptions, and challenges of reading comprehension

The purpose of this study was twofold: to determine pre-university talented students’ perceptions, strategy use, and challenges of reading comprehension section of the university entrance exam and to investigate the difference between low and high-achieving talented readers in strategy use and attitudes to reading. the participants were 121 efl students at pre-university centers for talented students in borujen, iran. the instruments were three questionnaires on reading strategy, reading attitude, and reading difficulty followed by five open-ended questions. the results revealed that talented students used metacognitive strategies more than affective and cognitive strategies; most talented readers had positive attitude to reading; and their most frequent challenges were insufficient vocabulary knowledge, inability to adapt their speed to allotted time, decentralization, and ineffective study. the results of backward stepwise binary logistic regression also indicated that high and low achieving talented readers were different in retrieval and anxiety-coping strategy use and reading self-efficacy. the findings have implications for teachers of talented students to consider their diversities and orient their teaching toward individual characteristics through providing instructional varieties. 

investigating high and low achieving talented students’ strategy use, perceptions, and challenges of reading comprehension

the purpose of this study was twofold: to determine pre-university talented students’ perceptions, strategy use, and challenges of reading comprehension section of the university entrance exam and to investigate the difference between low and high-achieving talented readers in strategy use and attitudes to reading. the participants were 121 efl students at pre-university centers for talented students in borujen, iran. the instruments were three questionnaires on reading strategy, reading attitude, and reading difficulty followed by five open-ended questions. the results revealed that talented students used metacognitive strategies more than affective and cognitive strategies; most talented readers had positive attitude to reading; and their most frequent challenges were insufficient vocabulary knowledge, inability to adapt their speed to allotted time, decentralization, and ineffective study. the results of backward stepwise binary logistic regression also indicated that high and low achieving talented readers were different in retrieval and anxiety-coping strategy use and reading self-efficacy. the findings have implications for teachers of talented students to consider their diversities and orient their teaching toward individual characteristics through providing instructional varieties.