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, it is necessary to provide learners with a reading strategy instruction which focuses on teaching reading strategies that can help them become strategic readers.
Strategic reading, according to Alfassi (2010) requires that learners intentionally engage in planned actions under their control, in the manner that proficient readers do when they encounter difficulty in comprehending a text.
The literature on strategy instruction has shown that there are two different approaches to teaching reading strategies.
These are explicit instruction and implicit instruction.What does the reading comprehension and reading strategy use profile of the Grade11 ESL learners portray? Do learners in the experimental group who received strategic reading instruction attain statistically and practically significantly higher scores on the reading comprehension test and do they differ significantly in terms of their use of reading strategies?How readers extract meaning from a text has long been a focus of attention because the process of extracting meaning gives learners invaluable information about readers’ cognitive processes during reading (Salataci & Akyel 2002).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. • 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.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 Pretorius (2002), reading is a powerful learning tool, a means of constructing meaning and acquiring new knowledge.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.