<![CDATA[English plays an important role in Ethiopian education and daily communication, making the teaching of effective reading strategies essential for comprehension. Despite this significance, little local research has examined how reading strategies relate to the reading skills of first-year students at Addis Ababa University. Therefore, this study investigated the frequency with which Addis Ababa University freshmen use reading strategies and how English instructors incorporate these strategies into their classrooms. Using a mixed-methods design, data were collected from two groups of 96 students through surveys and classroom observations. Addis Ababa University was selected through convenience sampling due to its accessibility and similarities—such as class size, resources, and teaching environment—to other public universities. The researchers analyzed the quantitative data first, followed by qualitative analysis for triangulation. The results showed that students used reading strategies at a moderate level, primarily relying on problem-solving strategies (M = 3.70), followed by support strategies (M = 3.37), and global strategies (M = 3.36). However, teachers placed limited emphasis on reading strategy instruction. The findings suggest that instructors should more actively promote a range of reading strategies to improve comprehension. Future studies should explore the long-term effects of explicit cognitive strategy instruction in larger classroom contexts with more diverse samples.]]>
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