Using sheltered instruction strategies to develop EFL secondary stage students reading comprehension skills

Abstract EN

The current study aims to investigate the effect of sheltered instruction strategies on developing EFL first year secondary stage students' reading comprehension skills.

Seventy EFL first year secondary stage students were randomly assigned into two groups; experimental (n=35) and control (n=35).

The experimental group used sheltered instruction strategies in EFL reading comprehension skills while the control group underwent regular reading instruction.

The findings indicated that EFL first year secondary stage students of the experimental group outperformed those of the control group in their EFL reading comprehension skills.