Towards a Thorough Framework in Strategic Reading Comprehension Instruction

Asma Dabiri, Sara Kashefian-Naeeini


Reading comprehension skill is widely used in EFL settings. English language learners, especially, in academic settings, are provided with a high level of literacy and comprehension of texts, where they are provided with a considerable portion of knowledge fused into written documents. Therefore, the skill of processing texts efficiently with sufficient comprehension gains significance in students’ academic accomplishments. Nevertheless, the concept of reading as a general term and strategic reading as an enabling skill should be differentiated in reading comprehension instruction.  Providing students with written texts without Empowering them to deal with the texts cannot yield fruitful results in designated goals of reading comprehension. In view of that, the present research tried to introduce strategic reading as a holistic concept and endeavored to enlighten each aspect of it using reading models and frameworks presented in the related literature on reading comprehension.  Instructors, with the awareness of strategic reading as an important reading skill, can determinedly instruct and implement it in their classrooms to enable students resourcefully for their educational goals which eventually leads to academic and professional achievements. 


Reading Comprehension; Reading Models and Frameworks; Strategic Reading Comprehension

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