Abstract:
This study explores the significantrole of reading instruction towardenhancingliteracyamong middle schoolstudentswithinthe context of English languageeducation. Duringthiscritical stage of cognitive and academicdevelopment, readingplays an essential role in shapingthe students'languageability, academic performance, and lifelonglearning habits. The researchinvestigatesreading instruction, whatstrategies and materials are used, and the challenges faced by bothteachers and students in middle school settings. Thestudyusedmixed-methodsapproachtogather data fromteacherinterviews and studentsquestionnaire. The findingsindicatethatstudents are generallymotivated and havea positive attitude towardsreadingbut struggle invocabulary, comprehension, and lack of regularreading habits. Teachersusemultipleteachingapproacheslikeguidedreading, aloudreading, and strategytechniquestendto integratereadingwithotherareas oflanguageskills.The studyconcludesthatreading instruction significantlycontributes to learners'literacyacquisitionwhentaughtusingsupportive, flexible, and student-centeredapproaches.It supportsadding more materials, teacherprofessionallearningin readingpedagogy, and schoolprogramsindesigning a strongerculture of reading.Literacyatthe middle schoollevelcanbestrengthenednot onlybystrongclassroom practices but bysystemic support thatprioritizesreading as a cornerstone of education.
