Cultivating Students’ Reading Skills: Inspiring Reading Comprehension and Motivation Through Critical Reading Strategies

Hailay Tesfay Gebremariam and Mahlet Zenebe Weldeyohannes

SAGE Open, 2025, vol. 15, issue 3, 21582440251367189

Abstract: Engaging with and comprehending a text is more significant than mere reading, as it allows for the exploration of profound truths beyond the literal words on the page. Early adolescents often face challenges in acquiring fundamental knowledge, and different reading strategies and levels of motivation can greatly impact their reading experience. Therefore, this study aimed to investigate the influence of Critical Reading Strategies (CRS) on students’ reading comprehension (RC) and reading motivation (RM). The CRS analyzed included pre-scanning, contextualizing, seeking clarification and retention, reflecting on values, summarizing key ideas, evaluating authors’ arguments, and comparing related texts. Millinum Secondary School in Jimka city, Ethiopia, was chosen for the study through convenience sampling; with two ninth-grade student cohorts selected using simple random sampling. Data collection involved pre- and post-intervention RC tests and a self-reported questionnaire to measure reading motivation. The data was analyzed using an independent samples t -test for group comparisons and repeated measures ANOVA for pre- and post-intervention results. The results showed a significant improvement in RC and RM scores for the experimental group post-intervention compared to the control group. The experimental group also demonstrated higher RM scores post-intervention. The study concluded that CRS are essential in enhancing high school students’ RC and RM, with recommendations provided for educators and researchers based on the findings.

Keywords: critical reading; critical reading strategies; reading comprehension; reading motivation; high school learning context (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:15:y:2025:i:3:p:21582440251367189

DOI: 10.1177/21582440251367189

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