Effects of shared and guided reading instructional strategy on sss 11 students’ comprehension of reading passages in ebonyi state of Nigeria

There has being recurrent poor performance of students in reading comprehension aspect of the English language in Nigeria. This could be attributed to strategies/methods adopted by teachers in instructional activities. It is against this background that this study determined the effect of shared and guided reading instructional strategy on SS11 students’ comprehension of reading passages in Ebonyi State. Research questions and hypotheses were used in the study. From the established population of the study eighty nine (89) male and female students were drawn for the study. The instrument for data collection in this study was an achievement test titled “English Language Reading Comprehension Test” (ELRCT). Mean and standard deviation were used to answer the research questions while analysis of co-variance (ANCOVA) was used to test the null hypotheses at the 0.05 level of significance. The study revealed among other things that shared and guided reading instructional strategy had positive effects on students’ mean achievement scores in reading comprehension passages in English language; that shared and guided instructional strategy is beneficial for teaching both male and female students in reading comprehension passage in English language; Based on these results, recommendations were made on the way forward in reading pedagogy.