2025/12/30 by Yonas Tamiru, Wondimu Tegegn
Psychology · Arts and Humanities · #Reading and Literacy Development #EFL/ESL Teaching and Learning #Second Language Acquisition and Learning
paper · doi:10.20372/star.v14.i4.09
The study examined the effects of picture-cued instruction in improving the reading comprehension of fourth-grade students at Abdisa-Aga Primary School in Fitche. A quasi-experimental research design was employed to achieve the objective. Pre-test and post-test were used to collect relevant data from experimental and control groups. Using a non-random sampling technique, 21 students were placed in the treatment group and 21 in the control group. While the control group attended reading lessons using a conventional way, the treatment group maintained through picture-cued procedures. A post-test was then used to confirm the study's findings. The intervention process ended in 9 weeks. The collected data were analyzed through an independent samples t-test in SPSS version 22. The result demonstrated that picture-cued education significantly improved students' reading comprehension. The reading comprehension test scores of fourth-grade students showed a statistically significant rise from the pre-test (M = 8.19, SD = 3.94) to the post-test (M = 11.04, SD = 5.42), t (20) = -7.071, p < .05 (two-tailed). The post-test score increased by an average of 2.85 with a 95% confidence interval. To enhance students' reading comprehension, picture-cued reading instruction should be used on a regular basis.