Assessing the incorporation of reading strategy instruction in grade 10 efl textbook for Ethiopia

This study dealt with analysis of the Grade 10 EFL textbook in terms of the degree to which the reading activities accommodate reading strategy training. Direct and indirect reading strategies were criteria of analysis while items/questions in the reading activities were units of analysis. The frequencies of each criterion in the checklist were added and changed into percentage to establish their level of existence based on Yudoleksono, (1999) and Alharbi (2015) model which is 0-25% poor, 26-50 fair, 51-75 good, and 76-100 excellent. The results showed that both direct and indirect reading strategy training were fairly incorporated in the textbook. The study recommended that syllabus writers and material developers for EFL textbooks should pay considerable attention to reading strategies used by effective readers. Universities should give LLS course to candidate English teachers. Additional studies are recommended in the area of analyzing English textbooks in terms of the credit they gave to LLS in general and reading strategy training in particular.