THE EFFECT OF TEACHER’S IMPLEMENTED STRATEGIES ON STUDENTS’ TEXT COMPREHENSION

Abstract

Text comprehension is the key to successful participation in society, and it should be mastered at a sufficient level by the end of basic school. Various strategies should be used to support students’ vocabulary and text comprehension at different cognitive levels. The teacher’s role is crucial in this process. In order to identify how teachers’ strategies affected students’ vocabulary and text comprehension at different levels, basic school students were pre-and post-tested, and their language teachers were questioned. In the strategic intervention, the effects of six comprehension strategies were examined. Students’ better comprehension was influenced by teaching them to form and answer questions. Comprehension was positively affected by the monitoring strategy. In contrast, the use of summarising the text and improving vocabulary negatively affected students’ inferential comprehension. Teacher’s proper usage of strategies is essential for promoting students’ comprehension skills.