Effect of Intervention on Reading Strategy Usage among Secondary Students in Pakistan

Abstract

The present study aimed to examine the effect of intervention in the form of instruction and training of on the usage of language reading strategies among grade 11 ESL students in Pakistan. An experimental design was used, involving 20 weekly training sessions that focused on six key reading strategies: predicting, making connections, questioning, monitoring, visualizing, and summarizing. While the effect of intervention on reading comprehension was previously reported by Batool and Siddiquah (2022), the current study highlights the effect of the same intervention on students' application of these strategies. The study included 140 participants, with 70 receiving intervention, while the remaining 70 served as the control group. To assess the extent to which participants used different language reading strategies, the researchers developed a 28-item questionnaire. The findings revealed that students who received intervention were significantly more likely to develop a habit of using language reading strategies compared to those in the control group who did not receive such intervention.