Abstract
This paper reviews the reading strategies
and their theoretical perspectives in reading
comprehension inside/outside the
classroom. Reading strategies aim to build
vocabulary and help integrate the existing
knowledge of the readers/learners with the
new knowledge through analysis and critical
reflection on textual form and content. The
study covers four major types of strategies,
namely basic differentiated strategies,
metacognitive strategies, cognitive
strategies, and socio-affective strategies, to
highlight their pedagogical value. The study
opens up the research area of how these
strategies are viewed as significant, which
strategies the teachers and the students
neglect, and how these strategies are
influenced by pedagogical instructions and
assessment and shape the participatory and
transformative teaching/learning. It is
recommended that all these strategies
should be given due attention as they
collectively involve orthographic
recognition and processing through
cognitive patterns that engage memory and
retention to integrate new knowledge with
the previous for possible conceptual change.
Authors
1-Aisha Farid Assistant Professor, Department of English, GC Women University, Sialkot, Punjab, Pakistan.2-Muhammad Ishtiaq Unaizah Science and Arts College, Al-Qassim University, Saudi Arabia.3-Muhammad Sabboor Hussain Assistant Professor, Department of English, GC Women University, Sialkot, Punjab, Pakistan.
Keywords
Comprehension, Learning, Reading Strategies, Research, Teaching
DOI Number
10.31703/glr.2020(V-III).09
Page Nos
77-88
Volume & Issue
V - III