Abstract

• This paper aimed to investigate the effects of reading strategies on Grade Seven students’ reading comprehension skills in English for the academic year 2023-2024. The study applied one of the Quasi-experimental designs, viz, the nonequivalent control group design to determine the effects of reading strategies. The sample schools were No. (5) Basic Education High School and No. (12) Basic Education High School, Mandalay. Participants in this study were 90 Grade Seven students at No. (5) Basic Education High School, Mandalay and 60 Grade Seven students at No. (12) Basic Education High School, Mandalay. The posttest items were constructed based on the content assigned for this study for measuring the types of questions such as True/ False items, Gap-Filling items, Multiple-choice items, and Short questions. The collected data was analyzed by using inferential statistics, such as independent samples t test, to find out the effects of reading strategies on Grade seven students’ reading comprehension skills in English. Research findings pointed out that the students were good at comprehending English text at literal, reorganization, and inferential levels, but they were low at comprehending English text at the evaluation level. This research was a good one for the teachers and students who would like to focus on the effects of reading strategies on Grade Seven students’ reading comprehension skills in English.