Investigating Memory Strategies to Enhance Reading Skills Among Year 6 ESL Learners

Reading comprehension poses persistent challenges for Year 6 English as a Second Language (ESL) learners in Malaysian primary schools. This study aims to investigate the effectiveness of specific memory strategies — repetition, chunking, visualization, highlighting, and mnemonics — in improving reading comprehension. A quasi-experimental method was employed with 20 Year 6 students divided into experimental and control groups. Pre- and post-tests assessed reading performance, and a strategy-use survey captured learners’ perceptions. The experimental group, trained in memory strategies, showed significant improvement (mean score increased from 3.3 to 8.6 out of 12; Cohen’s d = 5.59). Repetition and highlighting were most commonly used, while mnemonics were less favored. The findings underscore the value of integrating memory strategies in ESL reading instruction and suggest implications for curriculum design and teacher training.