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  The Relationship among EFL Learners' Use of Language Learning Strategies, Reading Strategies, and Reading Comprehension

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2.3 Reading

As Al-Issa (2006) states "reading is a multi-leveled and interactive process in which readers construct a meaningful representation of text using their schemata" (p.41). While it has been known for some time that both content and formal schemata are necessary for a complete understanding of written texts in a reader's first language (L1), and has been suspected to be true in a reader's second language (L2) (Al-Issa, 2006). Many studies have investigated the effect of various reading methods and techniques on reading comprehension (Abdel-Rehim, 1995; ElNagar, 1994; Kitao, 1994; Fowler, 1993; Blue, 1992; Culver, 1991 and Wang & Qi, 1991).Some others aimed at improving comprehension and reading rate (Trent &Truan, 1997; Haberlandt, 1989 and Jacobson 1988). There are different types of reading comprehension distinguished according to the reader's purpose in reading: literal comprehension, inferential comprehension, critical comprehension and appreciative comprehension. (Richard, Platt and weber, 1985, p.238)

Few studies have been conducted to show the importance of prior knowledge of the world on ESL/EFL learners’ reading comprehension. All of these studies emphasized the fact that the ability to understand a text is based not only on the reader's linguistic knowledge, but also on general knowledge of the world and the extent to which that knowledge is activated during processing.

 

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