Abstract
The empirical study investigates whether the efficacy of an instructional
strategy (advance organizer) which depends on students’ ability to read prose materials and abstract meaning in order to facilitate learning, could be affected by verbal ability levels. The result which was affirmative,
revealed that better verbal ability could result in higher achievement when
prose based instructional strategies such as advance organizers are used in
physics. The non—application of reading strategies for the improvement of
Science students comprehension of subject matter content was identified as
a major challenge to the endeavours of both the Science teachers and reading specialists.