Developing English Reading Comprehension with the KWL Plus Strategy

Abstract

Reading comprehension is a crucial skill for secondary school students, enabling them to understand, interpret, and critically engage with texts in English. Despite its importance, many learners face challenges in comprehending texts due to limited vocabulary, insufficient background knowledge, and ineffective reading strategies. To address these difficulties, the KWL Plus strategy—an extension of the traditional KWL (Know, Want to know, Learned) framework-has been proposed as an effective instructional approach. The KWL Plus strategy incorporates additional steps, such as reflecting on learning strategies and evaluating comprehension, to promote active reading and critical thinking.

                  This study investigates the effectiveness of the KWL Plus strategy in developing English reading comprehension skills among secondary school students. It examines how the strategy facilitates pre-reading activation of prior knowledge, encourages goal-oriented reading, and supports post-reading reflection and synthesis. The research also explores students’ attitudes toward using KWL Plus, including motivation, engagement, and self-directed learning.

                  Findings from previous studies indicate that KWL Plus promotes deeper understanding of texts, enhances retention of information, and fosters analytical and evaluative reading skills. By systematically guiding students through the stages of knowing, questioning, learning, and reflecting, the strategy enables learners to become active, autonomous, and confident readers.

                  The results of this study are expected to provide practical pedagogical insights for teachers, demonstrating how structured, strategy-based instruction can improve reading comprehension and support the holistic development of English language skills in secondary education.

This study investigates the effectiveness of the KWL Plus strategy in developing English reading comprehension skills among secondary school students. It examines how the strategy facilitates pre-reading activation of prior knowledge, encourages goal-oriented reading, and supports post-reading reflection and synthesis. The research also explores students’ attitudes toward using KWL Plus, including motivation, engagement, and self-directed learning.
Findings from previous studies indicate that KWL Plus promotes deeper understanding of texts, enhances retention of information, and fosters analytical and evaluative reading skills. By systematically guiding students through the stages of knowing, questioning, learning, and reflecting, the strategy enables learners to become active, autonomous, and confident readers.
The results of this study are expected to provide practical pedagogical insights for teachers, demonstrating how structured, strategy-based instruction can improve reading comprehension and support the holistic development of English language skills in secondary education.