Two Types of Reading Intervention: Shadow Reading vs. Collaborative Strategic Reading and EFL Learners’ Reading Comprehension Improvement

The purpose of this study was to investigate the effect of various reading interventions (SHR and CSR) on elementary adult EFL learners' reading comprehension. To this end, the researchers selected 3 intact elementary adult female classes including 90 learners based on their performance on Iran Language Institute Placement Test (ILI) and randomly assigned them as the control and experimental groups. Their homogeneity was assessed based on a pre-test taken from the reading section of Key English Test(KET) and 66 learners, that is, 22 in each class were selected as the participants of the study. Later, the experimental groups were exposed to one of the intended treatments, SHR or CSR, for ten sessions, while the control group received only regular classroom reading instruction. Finally, the learners were given the same KET test used in pre-test as the post-test to measure their reading skill. The findings of one-way ANOVA revealed that CSR group surpassed the other two groups and SHR group outperformed the control group. The implications are discussed in terms of the efficacy of CSR and SHR in enhancing EFL learners' reading comprehension.