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Reading Strategies

  • Date Submitted: 11/14/2011 11:24 PM
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READING STRATEGIES

INTRODUCTION
    Teaching and learning a second or foreign language is completely not a short and simple undertaking, but it is virtually a long-term and complicated process. It requires both learners and teachers invest not only a lot of time but also physical and mental aspects in achieving their approaches. One of the crucial elements they should invest in that process is learning strategies that help them to get the acquisition achievement. Typically, learning strategies include metacognitive strategies that involve planning for learning, thinking about learning process as it is taking place, monitoring of one’s production or comprehension and evaluating learning after an activity is completed (H. Douglas, 2000 cited in Purpura, 1997) and cognitive strategies that are more limited to specific learning tasks and involve more direct manipulation of the learning material itself (H. Douglas, 2000 cited in O’Malley et al, 1985) from which many skills will be developed such as writing, speaking, listening or reading. Here, in this paper, strategies for reading, especially, reading comprehension strategies will be mainly elaborated in order that teachers can find out and choose suitable way to apply in teaching reading as well as in training their learners to become strategic and effective readers.
LITERATURE REVIEW
Types of reading strategies.
    According to Manuel, J. (2004), generally speaking, the five main reading strategies that teachers can train learners from kindergarten, beginner learners to students who are at risk for reading difficulty learning English as a foreign language are phonemic awareness strategy, alphabet understanding strategy, fluency strategy, vocabulary strategy and comprehension strategy.
    Firstly, with the phonemic awareness strategy, learners can practice to isolate, discriminate the first sound in the words and matching the first sound in words. They are also trained to blend onset-rime and phoneme by...

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