Research Article
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 |
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