IMPROVING GRADE 9 STUDENTS’ READING COMPREHENSION THROUGH STRATEGY-BASED INSTRUCTION

Abstract

This study examines the effectiveness of strategy-based instruction in improving Grade 9 students’ reading comprehension Ha Tinh school of education in excellence (HSE), Ha Tinh university.
The research employed a classroom action research design with 30 students from two classes of different proficiency levels. Over ten instructional periods, students were trained in four key reading strategies: skimming, scanning, vocabulary inference in context, and referencing through interactive activities. Data were collected through pre-tests, post-tests, and an evaluation questionnaire. The results indicate clear improvement in both groups, especially among lower-proficiency students. Students also reported better understanding of reading strategies and positive attitudes toward the lessons. However, some difficulties remained in vocabulary inference and referencing.