The Effect of Collocation Awareness and English Text Structure Awareness on the Performance of Iranian Pre-university Students in Reading Comprehension Tests

Abstract

Abstract

This study aimed at investigating the effect of collocation awareness and text structure awareness on reading comprehension among Iranian pre-university students. 60 female students were selected from among 92 pre-university students. After administering the Nelson Proficiency Test, 30 students whose score range fell one standard deviation above the mean were selected as intermediate-level students and 30 students whose score range fell one standard deviation below the mean as low-level students and divided into two groups; each group consisted of 15 students at intermediate-level and low-level of proficiency respectively (including a control group and an experimental group). Firstly, the experimental group received the collocation awareness, treatment for reading passages of Pre-university Book 1. Secondly, the experimental group (the control group in the first treatment) took the text structure awareness, treatment for reading passages of Preuniversity Book 2. A pretest and two protests on reading comprehension were administered and a T-test was conducted on scores of the experimental and the control groups. The results showed that both