Role of Reading Strategies in Improving English Academic Performance Among Secondary Schools in Edo State, Nigeria

This study investigated the role of reading strategies in improving English academic performance among secondary school students in Esan West Local Government Area, Edo State. Using a descriptive survey design, data were collected from 400 students selected through stratified random sampling and 25 purposively selected teachers via a Student Questionnaire on Reading Strategies (SQRS) and a Teachers’ Interview Guide (TIG), respectively. Descriptive statistics, Pearson correlation, and multiple regression were used for quantitative analysis, while qualitative data were thematically analysed. Findings revealed that students predominantly employed cognitive and metacognitive strategies, including underlining, note-taking, summarising, re-reading, and self-questioning, while affective and social strategies were less frequently adopted. English academic performance was generally moderate, and a strong positive relationship existed between reading strategy use and performance. Cognitive and metacognitive strategies emerged as the strongest performance predictors. The study recommends explicit strategy instruction, guided collaborative reading, and motivational classroom support.