Abstract
This study investigated the relative effect of glossing instruction on first year college students’ reading comprehension. The study made use of quasi-experimental research design using mixed method. Results revealed that glossing instruction was effective in improving the experimental group's reading comprehension, specifically, in the reading comprehension test. However, it was found out that there is no significant difference between the post-mean scores of the control and experimental groups in the ability to write a summary. The qualitative analysis of the students revealed that students who have higher scores in the reading comprehension and summary output made used of all the categories of glossing. It could be inferred from the analysis that glossing instruction taught students to monitor and self-regulate their learning with the text.
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