Effects of Explicit Reading Strategy Instruction on Grade 9 Students’ Achievement in Reading Comprehension

Abstract

The main objective of the study is to investigate the effects of explicit reading strategy instruction on students’ achievement in reading comprehension. In two intact classes, the treatment group received reading lessons accompanied by the three basic reading instructions, i.e., the pre-, the while, and the post-reading instructions through explicit reading strategy instruction, but the nontreatment group received reading lessons in the usual way of learning/teaching reading. The study employed an embedded design since data were collected using quantitative data-gathering instruments through reading comprehension tests before and after the intervention, and an interview was also employed to gather data about the treatment from the randomly selected participants from the treatment group. Statistical results were analyzed with an independent sample t-test and paired sample t-test from nontreatment (33) and treatment (35). The findings emphasized the importance of employing explicit reading strategy instruction in enabling readers to comprehend reading comprehension questions, especially it lets students properly handle reading comprehension questions that seek higher level thinking. On the top priority, to be good readers at comprehending reading comprehension questions that seek higher level thinking, classroom reading teachers are required to create opportunities for the readers while delivering reading lessons by presenting activities that go with the pre-, while, and post-reading instructions. Being one of the most important instructions in reading lesson presentations, secondary school language teachers are expected to present reading lessons through explicit reading strategy instruction.

Impacts of Combined Reading Strategy Instruction on Ethiopian Students’ Strategy Use and Perception

“…Despite the importance of reading skills for overall academic achievement of Ethiopian learners, various up-to-date local evidence revealed that secondary school students have low reading performance (Dugasa et al, 2022;Mulatu & Regassa, 2022;Tefera, 2013). Based on our observation in different public secondary schools in Addis Ababa, many students scored low results in grade twelve national exams during the 2023 academic year.…”

“…In fact, some local researchers have investigated the effect of strategy instruction on students' reading comprehension (Dugasa et al, 2022;Getachew et al, 2018;Yadetta et al, 2017). However, after a brief review of the literature, we understood that the impact of combined reading strategy instructions on students' reading strategy use (hereafter RSU) and perception has not been investigated in the local context.…”

The Effect of Explicit Strategy Instruction on Students’ Reading Comprehension Performance of Ethiopian Secondary School Students

“…Despite the importance of reading in the Ethiopian academic sector, the latest local studies revealed that many secondary school students lack the required competence in reading skills [7,12,23]. From the informal discussion we had with EFL teachers at Kokebe Tsibah Secondary School, we were realizing that grade 11 students' had poor reading comprehension performance.…”

“…As a result, research evidence has shown that instruction in the use of RSs is one way of assisting EFL learners' reading difficulties. Several recent researchers, for instance, Dugasa et al [12], Fathi and Afzali [13], Li et al [14], and Yapp et al [15] have proved the idea that instruction in the use of RSs is one way of assisting EFL learners' reading difficulty. RSs, which emanated from language learning strategies (LLSs), according to Al Raqqad et al [16], are intentional actions taken to achieve specific goals or objectives and can be used in various ways depending on the context and learner.…”

“…Yadetta et al [27] also conducted a study entitled "The effect of reading strategy training on grade 9 students' academic reading achievement"; the study concluded that reading strategy training brought a significant difference between the CG and EG in their reading achievements. Similarly, very recently, Dugasa et al [12] investigated the effectiveness of explicit RSs on grade 9 students' achievement in reading comprehension. Assigning 33 students to the control and the rest 35 students to the EGs, the authors confirmed the benefit of explicit strategy instruction in enhancing students' reading ability.…”