The Effect of Explicit Strategy Instruction on Students’ Reading Comprehension Performance of Ethiopian Secondary School Students

Table 1

The results of classroom observation.

The teacher	Observation 1	Observation 2	Observation 3	Observation 4	Observation 5	Observation 6	Total		% of occurrences
							Yes	No
Introduces the daily lesson topic/title	–	✔	✔	✔	✔	✔	5	1	83.3
Activates students’ background knowledge of strategy use	✔	–	✔	✔	✔	–	4	2	66.7
Presents and explains the reading strategies	✔	✔	✔	✔	✔	✔	6	0	100
Explicitly models the strategies instruction using sample reading activities	✔	✔	✔	✔	✔	✔	6	0	100
Motivates students to use reading strategies	✔	✔	–	✔	✔	✔	5	1	83.3
Facilitates pair and group works	✔	–	✔	✔	✔	✔	5	1	83.3
Guides the students to apply the reading strategies in activities	✔	✔	✔	✔	✔	–	5	1	83.3
Gives feedback to students within the process	–	✔	✔	✔	✔	–	4	2	66.7
Encourage self-assessment through peer working	✔	✔	✔	✔	–	✔	5	1	83.3
Promotes the use of reading strategies in different texts or topics	✔	✔	✔	✔	✔	✔	6	0	100