The impacts of word attack strategies in improving students’ reading skill: A sequential explanatory mixed methods study

Abstract

This study sought to examine the effects of meaning and visual word attack instructional strategies on the reading skills of students focusing on Grade 6 students at one primary school in Bahir Dar City, Ethiopia. A sequential explanatory mixed-methods design was employed to explore the impact of these strategies on students' reading skills. A sample of 30 Grade 6 students was selected from an intact classroom using a purposive sampling technique. The students were assessed using a pre-test-post-test design, with the pre-test administered before the intervention and the post-test administered after the intervention. The results showed that the word attack instructional strategies significantly improved students' reading skills, as measured by a paired samples t-test. Furthermore, the qualitative results revealed improvements in students' self-confidence, motivation, and participation in reading activities. The findings suggest that incorporating word attack strategies into reading lessons can have a positive impact on students' reading skills and overall reading experiences.