IMPROVING READING COMPREHENSION SKILL THROUGH INTERACTIVE READING STRATEGIES OF GRADE 10TH STUDENTS AT PUBLIC SECONDARY SCHOOL

Abstract

It is widely accepted that English reading comprehension skill is vital for academic success. Yet a majority of Pakistani teachers adopt the traditional grammartranslation approach, which fail to assist students to comprehend course contents that are taught in English. The purpose of this study was to compare the effectiveness of interactive reading comprehension strategies and traditional grammar-translation reading comprehension approach. This research used a quasi-experiment research design and the independent sample t-test to compare the reading comprehension skills of 10th grade students of two different schools of district Korangi, Karachi. The findings of the study proved significant improvements in English reading comprehension skills of the interactive reading comprehension treatment group over the grammar-translation treatment group.