The impact of the implementation of reading strategy instruction on the development of reading skills in basic level students

Abstract

Reading skills play a crucial role in the way a foreign language is learned, as it represents a tool for experiencing language autonomously in order to create genuine knowledge. However, instruction on strategic reading is often left out of most language learning programs in primary and secondary education, where this process is supposed to take place, causing learners’ frustration and demotivation for reading comprehension throughout their lives. The present study aimed to analyze how reading skills in basic level students can be affected by the implementation of strategy instruction, for which it intended to describe a suitable instruction process for a group low-achieving sixth graders as well as their performance and perceptions on the impact of said training on their reading comprehension. The strategy instruction consisted on explicitly teaching three selected strategies, considering the needs of the group, by explaining them, modeling their use, and providing sufficient practice and scaffolding as the students were becoming more conversant with them. Although strategic knowledge and behavior are developed progressively, and constant practice is still required, class and dialogue observations evidenced the use of the strategies taught, and the interest and motivation of the selected students to continue the process, acknowledging the impact of the strategy instruction on their progress.