This study investigates the effect of strategies-based English reading programs on reading proficiency and affective domains of underachieving elementary school students. Eight fifth-grade students were selected and assigned to either the phonics/vocabulary learning group or the vocabulary/sentence learning group for two hours a week for 16 weeks. To address the research questions, data were collected from four main sources: English reading tests, questionnaire surveys, students’ learning logs and in-depth interviews with the students. The results of the study revealed that the English reading programs had positive impact on the students’ understanding of the relationship between letters and sounds, word recognition ability, and sentence reading. As students accumulated successful reading experiences, their self-confidence, interest in reading, and class participation increased while anxiety decreased. The study also revealed that there were differences in using strategies among students in each group, with higher level students tending to use higher-dimensional strategies with more variety than less able students. In conclusion, the leveled English reading programs customized for underachievers appear to be effective in assisting underachievers in their English reading skills.

Han, Sang-Ho. 1997. A Model of English Instruction Based on Communication Strategies. Studies in Modern Grammatical Theories 10: 149-171. The purpose of this paper is to identify developmental stages of communication strategies displayed by basic learners of English. For this purpose two groups of ESL learners and a group of EFL learners were observed and videotaped for 9 months respectively. Through an analysis of transcribed data, it was found that communication strategies develop in a relatively invariant order: avoidance, paralinguistic, code-switching, reduction, and paraphrasing strategies. Based on the result of the study an effective instructional model is suggested for Korean learners of English.