Abstract
This study experimented impact of pre-reding strategies on English reading comprehension of secondary level students at public sector schools. It was a quasi-experimental study, which was conducted in two secondary schools of Karachi, Pakistan. It followed pretest posttest approach based on experimental and controlled group. Each of the group had 48 individuals. The tested strategies were related to i) activating prior knowledge, ii) previewing text, iii) predicting and, iv) self-questioning. The data was analyzed using SPSS and independent sample -t test. Results of the study showed that the experimental group that employed pre-reading strategies outperformed in English reading comprehension test than the control group, which employed traditional reading comprehension approach.
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