The lack of explicit teaching of reading comprehension strategies may stem from teachers´ ignorance of the latter.It appears that teachers are unaware of their students´ reading comprehension difficulties.To what extent are reading comprehension strategies explicitly taught in 3 rd year high school, state-run schools, in Florida, Vicente López?Īs derived from the research question, the following hypotheses were also examined:

This investigation, therefore, became informed by the following research question: This interest in understanding the process of learning highlights the paramount importance of teaching reading strategies in EFL learning situations.įollowing Oxford´s consideration and focusing on the reading skills in particular, I wondered whether teachers of English are aware of the importance of teaching reading comprehension strategies to their students. Key words: reading comprehension, active cognitive process, reading strategies, explicit teaching.Īccording to Oxford, since the last decades of the 20 th Century, interest among ELT specialists has shifted from what students learn to how learning occurs (Oxford, 1990). This study highlights the need for teachers to better understand the critical role of reading comprehension strategies in the construction of meaning in the reading process, as well as the importance of explicitly teaching such tools to their students in class. This may have been significantly related to teachers´ ignorance about the point in question as well as some kind of incongruity between what they thought they knew about it and what they actually did in class. Findings showed that reading comprehension strategies appeared as neglected tools in the reading lessons observed.

The study also explored whether teachers were acquainted with such reading tools and whether the tasks used to check reading comprehension required the use of the strategies in question. This study purported to find out to what extent reading comprehension strategies were explicitly taught in class in 3rd year high school, state-run schools in Florida, Vicente Lopez, Buenos Aires, Argentina. Email: approaches to reading hold that meaning is created through the interaction of reader and text in which readers make use of certain cognitive and metacognitive strategies to understand what they read. She enjoys working with enthusiastic colleagues and students.

Current professional interests are leadership and teachers´ training. She is interested in literature and has developed a didactic tool to teach reading comprehension strategies explicitly in class. Viviana N.Miglino is a teacher at Instituto Superior del Profesorado “J.V.González” in B.A.

Unravel reading strategy