Effects of Explicit Reading Strategy Instruction on Grade nine Students’ Reading Strategy Use

Abstract

The study investigated the effects of explicit reading strategy instruction on students’ use of reading strategy. The study employed the embedded design. Two randomly selected intact classes with 33 and 35 participants were included in the study as non-treatment group and treatment group, respectively. Data were collected using quantitative and qualitative data gathering instruments through reading comprehension tests before and after the intervention, and a retrospective interview, respectively. The data collected through reading comprehension test were analyzed using quantitative data analysis technique. The data gained through retrospective interview were analyzed through edited verbatim transcription.  Generally, the findings suggested that explicit reading strategy instructions accompanied by the three basic reading instructions i.e., the pre-, the while-, and the post-reading instructions favored students' reading strategy as used by the participants in the treatment group. The participants used reading strategy to answer questions that require higher-level thinking in the post-intervention. There was a statistically significant difference in each reading strategy (t=-2.660, df=66, p=.010; t=-3.723, df=66, p=.000; t=- 5.909, df=66, p=.000; t=-5.886, df=66, p=.000) guess the meaning of new words, state main ideas, evaluate the text, and inferential understanding, respectively. Considering the pedagogical support of explicit reading strategy instructions as a continuing process, it is recommended that programs be tailored to increase students' use of reading strategies as an essential part of reading instruction.