The Effects of learning through retelling strategy on reading Comprehension

Abstract

The purpose of this study was to exmine the effects of reading-retelling strategy on reading comprehension. To achieve this purpose, a pretest-posttest quasi-experimental design was used. Students of sections were chosen at random from fourth-grade at a Meseret primary school in Gondar city in 2023. The study included 98 students, with 49 in each of two sections that were randomly assigned to the experimental and control groups. A reading comprehension exam was also used to collect data. Reliablity and validity of the data gathering tool were checked and found to be signifcant. Following the collection of pretest
data, the experimental group were given reading comprehension lessons using a reading-retelling strategy, whereas the control group was taught reading comprehension by conventional methods for eight weeks (16 sessions). The data were analyzed with a one-way ANCOVA. The results showed a signifcant difference (F(1, 96)=18.004, p <.001, η2=.159) between experimental and control groups. As a result, the study found that the reading-retelling strategy increased reading comprehension more than the control one. The fndings also suggested that the reading-retelling strategy could be used as an alternative means of enhancing reading comprehension. It is hoped that this fnding will inspire future scholars to investigate the strategy in a variety of scenarios.