English Language Teaching

Abstract

This study was an attempt to investigate the effect of SCROL (Survey, Connect, Read aloud, Outline, Look back) strategy of reading skill on EFL learners' reading comprehension achievement. An experimental design was employed in this research.To fulfill the purpose of this study, 60 female intermediate students of Taleqani high school were selected from among 80 students based on their performance on the standard KET test and randomly put into one experimental and one control group.After treatment of three sessions of SCROL strategy and teaching how to use text headings and subheadings for the experimental group, all participants in both groups read eight different passages which followed by five comprehension questions.Results of single t-test revealed that learners in experimental group who received SCROL reading strategy instruction produced significantly higher scores than the control group. Therefore, by considering the results of this study, it can be concluded that giving and teaching specific strategy to learners in reading process facilitates their comprehension of the text. The findings of current study propose some pedagogical implications for teachers, material designers and students who all have a relation with how to learn or teach reading comprehension more effectively and easily.