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Impact of Reading Strategy Education on Comprehension among Adult Learners

Abstract

Reading comprehension is an essential component of effective adult learning because it enables learners to understand, interpret, and apply information from written materials. Reading strategy education involves teaching learners purposeful techniques such as predicting, questioning, summarizing, identifying main ideas, and making inferences during reading. However, some adult learners experience difficulties understanding written materials, which may affect their academic progress and everyday learning activities. This study therefore aims to examine the impact of reading strategy education on comprehension among adult learners. Reading strategy education provides learners with structured approaches for interacting with texts before, during, and after reading. Pre-reading strategies help learners anticipate the content and activate prior knowledge, while during-reading strategies encourage questioning, identifying key information, and monitoring understanding. Post-reading strategies such as summarizing, reviewing, and evaluating information help learners consolidate what they have read. These strategies can make reading more purposeful and improve learners’ ability to process written information. Comprehension refers to the ability to understand, interpret, connect, and derive meaning from written materials. Adult learners who develop effective comprehension skills are better able to identify important information, understand relationships between ideas, draw reasonable conclusions, and recall relevant details. Reading strategy education is expected to strengthen these abilities by providing learners with practical methods for approaching different types of texts and monitoring their understanding throughout the reading process. The study will adopt a quasi-experimental research design. The population will consist of adult learners enrolled in selected adult education programmes, from which a sample will be selected using an appropriate sampling procedure. Data will be collected using a reading comprehension test administered before and after exposure to reading strategy education. The data will be analysed using appropriate descriptive and inferential statistical techniques to determine the effect of the educational intervention on learners’ comprehension. The study is expected to establish that adult learners exposed to reading strategy education demonstrate improved comprehension compared with their performance before the intervention. The findings are also expected to indicate improvements in identifying main ideas, understanding supporting details, interpreting information, making inferences, and summarizing written materials. This would suggest that systematic instruction in reading strategies can contribute positively to comprehension development among adult learners. The findings will have implications for the teaching and learning of reading in adult education programmes. Adult education instructors may incorporate explicit reading strategy instruction into literacy and continuing education lessons rather than relying solely on conventional reading activities. Regular practice with prediction, questioning, summarization, inference, and comprehension monitoring may provide learners with practical techniques for becoming more effective and independent readers. Adult learners, adult education instructors, programme coordinators, curriculum developers, and educational administrators are expected to benefit from the findings. Adult learners may acquire practical reading techniques that support academic and everyday learning, while instructors may gain useful approaches for addressing comprehension difficulties. Programme coordinators and curriculum developers may also use the findings to strengthen reading-related components of adult education programmes. The study recommends that reading strategy education should be integrated into adult education programmes through structured and practical learning activities. Instructors should provide regular opportunities for learners to practise different reading strategies with appropriately selected texts and monitor their comprehension progress. It is concluded that systematic reading strategy education has the potential to improve comprehension among adult learners and strengthen their ability to learn effectively from written information.

Keywords: Reading strategy education, reading strategies, reading comprehension, adult learners, adult education, literacy education, reading skills, comprehension skills, text interpretation, main idea identification, inference skills, summarization, prior knowledge, comprehension monitoring, independent reading