In a South African context, the need for a reading strategy instruction should be seen against the poor reading performance of the learners at primary, high school and tertiary level.
According to Hall (2009), explicit instruction is a systematic instructional approach that includes a set of delivery and design procedures derived from effective schools research merged with behaviour analysis.
Hall further points out that there are two essential components to well-designed explicit instruction: 1.
Thus, strategy teaching is an important part of teaching a second language and constructing meaning is the goal of comprehension (Dalton & Proctor 2007).
In addition, Mc Keown, Beck and Blake (20) point out that recent research on comprehension has certainly provided increased understanding of the comprehension process and broad and general knowledge of what makes for effective instructional practice.
Thus, this study seeks to examine the contribution of reading strategy instruction to the reading comprehension and strategy awareness of Grade 11 ESL learners with a view to offering suggestions for the development of effective reading strategy instruction so as to improve learners’ reading comprehension and strategy awareness skills.
Specifically, the study seeks to address the following research questions:1.Alfassi further points out that those strategic readers must become cognisant of their performance limitations, intentionally weigh their options and wilfully execute compensatory procedures.Thus, reading strategies instruction is directed towards teaching learners a repertoire of reading strategies that will allow them to develop a sense of conscious control of their cognitive processes. • Abstract • Introduction • Purpose of the study • Current theoretical perspective • Problem statement and research objectives • Rationale of the study • Research method • Design • Subjects • Instrumentation • Data collection procedure • Teaching procedure • Data analysis • Results • Discussion of results • Implications • Conclusion • Acknowledgements • Competing interests • References • Appendix A • Predicting what is to come in a text • Presentation • Description of the teaching procedure • Evaluating students strategy development The aim of this study was to examine the reading strategies used by Grade 11 English Second Language (ESL) learners and the possible effects of reading instruction on their reading comprehension and strategy awareness. This is an Open Access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.The same authors further point out that such awareness and monitoring processes are often referred to in the literature as metacognition, which can be thought of as the knowledge of the reader’s cognition about reading and the self-control mechanisms they exercise when monitoring and regulating text comprehension.One of the objectives of the current study is to explore whether reading strategies awareness is a better predictor of reading comprehension.The results of this study indicate that (1) learners who received reading strategy instruction scored both statistically and practically significantly higher marks on the reading comprehension test than those in the control group and (2) explicit instruction in the use of reading strategies was essential to bring about the increased use of reading strategies of learners in the experimental group.The study has implications for learners, teachers, university students and lecturers.The results of a similar study conducted by Ilustre (2011) in the Philippines showed that amongst the three subscales of metacognitive reading strategies, only problem solving strategies correlated positively with text comprehension.Purpose of the study In order to meet the reading needs of learners, educators are pressed to develop both effective instructional means for teaching reading comprehension and the use of reading strategies.