Students‟ Reading Strategy Use and Performance in Reading Comprehension: Focus on Public High Schools in Addis Ababa
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Date
2025-12-01
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Addis Ababa University
Abstract
Reading is a central component of language learning at all levels because it plays a crucial role in shaping fundamental learning skills and serves as a source of knowledge and valuable experience. Reading strategies can be described as techniques used to enhance learners' reading ability and comprehension. From an Ethiopian perspective, research is still showing a gap in the use of major reading strategies, such as cognitive, metacognitive, and socio-affective, especially in high schools. This study aimed to assess the degree to which students use reading strategies, compare their use between high and low achievers, and investigate the correlation between strategy use and reading comprehension achievement. A total of 267 grade 12 learners were randomly sampled from five high schools. A descriptive correlational design was used in carrying out the study to meet the research purpose. Multilayer types of sampling, such as simple random, convenience, and purposive, were used in sampling the participants. The data collection included a questionnaire, a reading comprehension test, a think-aloud protocol, and semi-structured interviews. Statistical tools such as Pearson correlation, linear regression, mean, frequency, and percentage were used for data analysis. In addition, qualitative techniques, such as thematic analysis and open coding, were used to identify common patterns and thematic structures in the strategies used while conducting the think-aloud and interview sessions. Findings reveal that most students employ a range of reading strategies with moderate to high frequency, but some socio-affective strategies, such as discussing ideas with others and using checklists to monitor difficulties, continue to be much less common. There is a noticeable difference between the high and the low achievers in strategy use. The high achievers frequently use the cognitive and metacognitive strategies, while the low achievers need targeted support to use them effectively. The overall correlation coefficient (r =0.148) between the students‟ reading strategy use and their reading scores shows that higher use of strategies is slightly associated with improved performance. Finally, the research identifies that explicit instruction in basic reading strategies, differentiated instruction, and peer collaboration can significantly enhance students' strategy use and knowledge. Furthermore, conducting both formative and summative evaluations and providing professional training for teachers on reading strategies are essential for successful reading instruction
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Keywords
Reading strategy, cognitive, meta-cognitive, affective, reading comprehension, correlation, high achievers, low achievers