Abstract            Volume:8  Issue-8  Year-2020         Original Research Articles

Online ISSN : 2347 - 3215 Issues : 12 per year Publisher : Excellent Publishers Email : editorijcret@gmail.com

The purpose of this study was to examine the effects of aligning reading instruction with Bloom’s taxonomy of cognitive domain on students’ reading comprehension skills. The study had a quasy experimental design. The study employed one-group pretest-posttest design. The study considered 40 students from grade 11 of Wolaita Sodo Preparatory School as data sources.  Dependent sample t test was computed to examine if there was a statistically significant difference between the students’ pre and post test reading comprehension performances. The study participants were given a reading comprehension test before their exposure to a new reading instructional material that was aligned with Bloom’s taxonomy of cognitive domain. After two months of teaching reading using the new materials aligned with Bloom’s taxonomy of cognitive domain, the study participants were given a reading comprehension test. The post test reading comprehension result indicated a statistically significant improvement over the students’ pre-test result. It is recommended that secondary school English teachers should design reading material aligning it with Blooms taxonomy of cognitive domain.

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