Elementary
EFL Teachers’ Familiarity with Reading Strategies
In a nutshell, the central
pattern identified in this study is that teachers fail to instruct students in
using and coordinating cognitive processes, such as comprehension strategies in
order to construct meaning from EFL written texts, despite the bulk of research
on the contribution of strategy instruction to comprehension achievement. Although
students were given some opportunities to practise reading strategies there was
no evidence that they were being taught the active comprehension processes
validated in the reading research.
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