Original Research

Reading comprehension and strategy awareness of Grade 11 English second language learners

Madoda Cekiso
Reading & Writing | Vol 3, No 1 | a23 | DOI: https://doi.org/10.4102/rw.v3i1.23 | © 2012 Madoda Cekiso | This work is licensed under CC Attribution 4.0
Submitted: 14 June 2012 | Published: 27 November 2012

About the author(s)

Madoda Cekiso, Department of English (Education), North-West University, South Africa


The aim of this study was to examine the reading strategies used by Grade 11 English Second Language (ESL) learners and the possible effects of reading instruction on their reading comprehension and strategy awareness. A quasi-experimental pre-test and post-test control group design was used. The participants included a total of 60 Grade 11 learners from a high school. The results of this study indicate that (1) learners who received reading strategy instruction scored both statistically and practically significantly higher marks on the reading comprehension test than those in the control group and (2) explicit instruction in the use of reading strategies was essential to bring about the increased use of reading strategies of learners in the experimental group. The study has implications for learners, teachers, university students and lecturers.


reading; reading strategies; strategy instruction; reading comprehension; modelling


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