(PDF) The role of teaching reading strategies…
International Journal of Current Life Sci
ences – Vol.4, Issue, 11, pp. 10922-
10928, November, 2014
10927 |
P a g e
impr
ess
ion.
Thi
s
way the
lear
ner
s’ related
bac
kgro
und
kno
wled
ge
on
a given top
ic will
be acti
vate
d so that
they
can
read
and
compre
hend
more
efficien
tly.
Cols
tate
(2
008)
als
o
su
gge
sts
t
hat
in
o
rde
r
to
in
trod
uce
the
to
pic
and
act
iva
te
the
learn
ers
’
back
gro
und
kno
wled
ge,
tea
cher
s sh
ould
beg
in t
he l
esso
ns wi
th a
pre-
rea
din
g a
cti
vit
y. T
hi
s c
an
als
o
hel
p
the
m
make
s
ure
abou
t
th
eir
stud
ent
s’
k
nowl
edg
e
of
voc
abu
lary
and
gram
mar.
T
he
se
can
si
gni
fic
antl
y i
nfl
uenc
e
the
l
ear
ner
s
read
ing
and
u
nder
sta
ndin
g
of
t
he
au
then
tic
t
ext
s.
Howe
ver,
wh
en
the
st
ude
nts
do
no
t
have
re
lat
ed
bac
kgro
und
k
nowle
dge
abou
t
the
t
opi
c, it
is
o
f
no use
en
cour
age
them
to
re
late
thei
r
bac
kgr
ound
kno
wled
ge to what they read
. Promp
ting
a
d
isc
uss
ion
befo
re
stu
dent
s s
tar
t to
re
ad a
te
xt
as
a wa
rm u
p a
cti
vit
y
can
pro
vok
e t
heir
cr
itic
al
thin
king
s
kill
s a
nd
mak
e
the
m
more
in
tere
sted
in
the
te
xt.
Reading strategies alone can
not lead to the
comprehension
of a text.
They just h
elp the learners
in the process
of
reading.
For
example
when
the
students
do
not
comprehend
the
text
f
ully
and
cannot
di
fferentiate
between the
main idea an
d the
supporting ideas in
tha
t
text,
t
hey
won’t
b
e
ab
le
to
p
araphrase
or
summarize
the
text
skillfully.
Willingham
(2006)
stated
that
for
“comprehension monitoring”
to be
useful, in
addition to
recognizing t
hat one
do
es not
understand
t
he text,
h
e
needs to understa
nd the
material while readin
g them agai
n
(p. 6).
It is also
important to
note
that although
the
findings
suggest that learning abo
ut and applying reading stra
tegies
plays significant
role in
reading c
omprehension of
the
EFL learners, each
of these
strategies is i
mportant and ca
n
help in a
certain situation
and for
the fulfillment
of certain
objectives.
CONCLUSION AND IMPLICATIONS
Findings of
this stud
y suggest
a nu
mber of
theoretical and
pedagogical
implications.
The
study
also
has
implications
for
further
research. A
ccording
to
t
he
recent
theories
and
approaches
in
language
learni
ng
and
teaching,
learning
is
enhanced
more efficiently a
nd
ra
pidly
if th
e
student
s
get
familiar
with
the
objectives
of
the
course.
T
he
main
theoretical contributio
n of
this
study is
that
when
students
know why they
are reading
the text
or
what they are
supposed
to
know
and
be
able
to
do
with
the
information
derived
from
the
text,
they
will
be
more
successful
learners.
Reading s
trategies
can b
e con
sidered
as a
means
to achieve the intended objectives. In ter
ms of pedagogical
practice,
the
findings
of
t
he
study
provide
further
empirical
evidence
of
the
u
sefulness
of
explicit
teaching
of reading strategies. These strategies play the role
of tools
that contribute to the reading and comprehending texts
with
the
intention
of
collecting
particular
types
of
information
out
fro
m
different
t
ypes
of
reading
texts.
Interested researchers also can consider different str
ategies
and different
types
of
text along with
different possible
objectives in
their studies
to
suggest the
application
of the
right
strategy
in
the right
situation for
the fulfillment
of
the intended
objectives
in read
ing different
text type
s.
Different reader
s can
have
drastically d
ifferent ob
jectives.
By clarifyi
ng
what you
need
to
know, you
will
be
able
to
distinguish the important from the irrelevant and focus
attention
accordingly.
For
different
students,
different
reading
strategies seem to be
useful.
It is due
to
t
he
fact
that
t
hey
d
o
not
have
the
same
read
ing
styles.
O
ne
particular
strateg
y
may h
elp
a student i
n
overco
ming
the
reading difficulties
while the same
strategy might b
e of no
use to another
student. W
hen the strate
gies are taught
explicitly to
the students,
it gives
them the cha
nce to lea
rn
and know those
strategies and
to be
able to reflect
on their
effectiveness.
References
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