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.