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Previewing enables readers to get a sense of what the text is about and how it is organized before reading it closely. This simple strategy includes seeing what you can learn from the headnotes or other introductory material, skimming to get an overview of the content and organization, and identifying the rhetorical situation.


As students, you are accustomed (I hope) to teachers asking you questions about your reading. These questions are designed to help you understand a reading and respond to it more fully, and often this technique works. When you need to understand and use new information though it is most beneficial if you write the questions, as you read the text for the first time. With this strategy, you can write questions any time, but in difficult academic readings, you will understand the material better and remember it longer if you write a question for every paragraph or brief section.

READING COMPREHENSION IN THE CLASSROOM We do reading comprehension every day – when we read the newspaper or look for a job in classified advertisements, or want to choose a holiday destination and look through different travel brochures, or read the manual of some appliance to see how it functions.

READING COMPREHENSION IN THE CLASSROOM In everyday life we come across different written texts, which we read in order to find some information or we read them just for pleasure. But when we read in life, we mainly do it in our mother tongue. As long as we can read and understand a text and find the needed information, we do not pay attention to how we do it.

NEW VOCABULARY Text comprehension is much more complex and varied that vocabulary knowledge. Readers use many different text comprehension strategies to develop reading comprehension. These include monitoring for understanding, answering and generating questions, summarizing and being aware of and using a text’s structure to aid comprehension.


Reading in a foreign language, though, and more specifically, reading in a foreign language in the classroom is different from reading in your own language although the reading process and the comprehension techniques we use are the same regardless of the language.

Knowledge of the foreign language‌ is important but not the only factor in successful comprehension: some students who speak and write English very well are poor at this kind of work, and of course people may be bad at comprehension even in their own mother tongue. (M. Swan, 1992)