DEVELOPING AN EDUCATIONAL READING PROGRAM: AN ADVOCACY FOR STRUGGLING STUDENTS

In the field of literacy education, educators employ strategy-based instructional methods to tailor their approaches for diverse reading types. This study explores the effectiveness of such methods in improving students' comprehension proficiency and assesses teachers' perceptions of their success. The investigation aims to measure the impact of strategy-based education on reading comprehension, delving into its role as a catalyst for heightened proficiency among students. Additionally, it examines teachers' perspectives on the efficacy of these methods in fostering comprehensive understanding. Rooted in existing literature, the research builds upon the assumption that strategy-based instruction significantly contributes to enhancing reading abilities. Drawing on prior studies, including one focused on basic education learners, this research investigates the advocacy for instructors to use strategy-based approaches in teaching reading to enrich comprehension. The literature review indicates that strategy-based instruction is not only effective but also enjoyable for teachers to implement in the classroom. Previous study results suggest that this approach aligns with pedagogical objectives and serves as an engaging tool for educators, promising a positive impact on students' reading abilities. As the study unfolds, it seeks to augment the existing knowledge base by providing empirical evidence on the success of strategy-based instruction in reading comprehension. This contribution aims to solidify its standing as a valuable pedagogical approach, offering educators a promising avenue for enhancing students' reading abilities in a diverse and nuanced learning environment.