The Effect of Reading Strategy Training on Students’ Academic Reading Achievement Grade Nine Students In Firi Gemta Gera And Yukiro High Schools, Ethiopia, In Focus

Abstract

This study was conducted to find out the effect of reading strategy training on grade ninestudents’ academic reading achievement in Yukiro and Firi Gemta Gera high schools.Quasi-experimental research design was used in the study using two groups ofstudents:one control group and one other experimental group assigned randomly using alottery method. Of these two groups, 46 grade nine students were involved in the controlgroup from Yukiro High School and 52 grade nine students participated in theexperimental group from Firi Gemta Gera High School. The participants of the study, insum, were 98 grade nine students. A pre-test before the treatment (that is, readingstrategy based instruction or trainging) and a post-test of reading comprehension after thetreatment were given to both groups to compare their results and find out the differences.Independent samples t-test and two-sample t-test were used to analyse the test scores ofthe control and experimental groups using the Statistical Package for Social Sciences(SPSS) version 16 software. The findings of the study showed that students in theexperimental group outperformed those in the control group in their readingachievements. Hence, the study concluded that reading strategy training brought asignificant difference between the control and experimental groups in their readingachievements. Finally, it was recommended that English language teachers should teachdifferent reading strategies to their students in the schools to develop grade ninestudents’ reading comprehension skills.