摘要：AbstractGraphic Strategy and several Cognitive Strategies (Story Structure, Questioning, Synthesizing, Visualizing and Inferencing) are used on narrative texts, following constructivism principle, to discern the increase in students’ reading comprehension.A quasi-experimental study involved 45 students(experimental group) receiving treatment via graphic and cognitive strategies and another 45 students (control group) using classroom's common practice (conventional method).Paired T-test Analysis shows significant difference for both groups. However, mean score and effect size (eta square value) are larger in the experimental group (M=59.63, 0.78) than the control group's (M=55.34, 0.31). This indicates that the implemented strategies increased students’ reading comprehension effectively compared to conventional method.
