Literator (Oct 2024)
Breaking the cycle of poor critical reading comprehension: A strategy-based intervention
Abstract
Critical reading comprehension is a crucial skill for lifelong learning, but many learners struggle with effectively extracting meaning from texts. This study aimed to address this issue by investigating how a strategy-based instruction intervention could impact learners’ critical reading comprehension competence. The study employed a quantitative approach with a quasi-experimental pre- and post-test control group design. The participants were 155 Grade 9 English first additional language (FAL) learners from two high schools in Gauteng, South Africa. The intervention programme was based on Bloom’s taxonomy categories for learning, teaching and assessing, modified into six strategies: (1) knowledge (pre-reading), (2) comprehension (extracting meaning), (3) application (asking questions), (4) analysis (reflection), (5) evaluation (outlining key concepts and decision-making) and (6) synthesis (summarising). Using a two-way mixed analysis of variance (ANOVA) paired sample t-tests, the study found that while both groups’ critical reading comprehension competence increased, the experimental group that received the strategy-based instruction intervention performed significantly better in the post-test, showing a significant improvement compared to the control group. The findings demonstrated that providing clear explanations, instruction and support on reading strategies can enhance learners’ critical reading comprehension, highlighting the mutual reliance between teaching and learning. The teacher’s instructional approach in guiding learners to effectively use reading strategies is crucial for enhancing critical reading comprehension in the English FAL classroom. In conclusion, the results suggest that the intervention effectively enhanced critical reading comprehension competence, and if implemented by teachers, it could potentially help break the cycle of poor critical reading comprehension among English FAL learners. Contribution: The contribution of this study lies in its provision of empirically supported perspectives and insights into the effectiveness of strategy-based instruction interventions. It emphasises the necessity of employing explicit reading comprehension pedagogies and targeted interventions, along with explicit instructional strategies, to address the reading comprehension challenges encountered by English FAL learners in South Africa and beyond.
Keywords
