This annotated bibliography summarizes 10 sources related to reading strategies and comprehension. The sources discuss various strategies like mind mapping, comprehension, metacognitive strategies, and extensive reading and their impact on reading proficiency. Several studies found that reading strategies help improve reading ability, while others identified specific strategies commonly used by students or gaps in teachers' reading instruction. The sources cover topics like strategy use by Iranian, Pakistani, Chinese students and perceptions of Pakistani English teachers.

1. ANNOTATED BIBLOGRAPHY
 Ardakani, M. P., & Lashkarrian, A. (2015). Using Mind Mapping Strategy to Improve
Reading Comprehension Ability to Intermediate Iranian Student. Cumhuriyet University
Faculty of Science,36(3).
The author supported the semantic mapping strategic instructions in order to improve the reading
speed and comprehension. The author tried to reinforce upon the readers to make them proficient
in reading speed by integrating extensive and intensive reading strategies. The present study opens
up a new dimension of research to mind map technique to improve EFL students' reading
proficiency. The sample of this research was the second year students. There were two groups, one
was control and one was experimental. The whole sample was comprised of seven classes of which
two classes were chosen asan experimental class. Numerical data was collected by using pre-test
and post-test. The findings of the study reveals that semantic mapping is helpful in the process of
learner’s ability to comprehend while reading any text. The author used terms "Semantic map"'
this served as useful strategy for ESL learners and it enhances reading proficiency. The article is
useful for devising methodology for reading strategies.
 Bhatti, M. S. (2016). Teaching Reading Skills through Comprehension at BS Level. The
Global Journal of English Studies,2, 2395-4795.
This research is done in the Pakistani context and it has not only identified the problem of low
reading proficiency among Pakistani ESL undergraduate learners but it also provided steps to
overcome the problem of poor reading skill. The sample of the research was 150 undergraduate
ESL learners at 50 affiliated colleges of Islamic International University Bahawalpur and 5o
language teachers. In this experimental research the author used questionnaire as well as various
teaching material in order to teach reading Skill to the Undergraduate ESL learners. The research
also focused on the attitude of the learners towards English language. The argument of the author
is convincing as he tried to incorporate Comprehension Strategy in the teaching of English
language in the form of various lesson plans. The study is only limited to BS students and major
focus was reading skill. The study is useful for the methodology as well as the literature review it
is important experimental study in the context of Reading Strategy and its impact on reading
proficiency of the Pakistani learners.

2.  Channa, M. A., & Nordin, Z. S. (2014). Identifying Metacognitive Strategies Through
Learners’ Reading Comprehension: A Review of Related Studies, 2457-2460.
This study is a literature review of various previous studies on the topic of Cognitive and
Metacognitive Strategies and about the reading Comprehension. The purpose of the study was to
identify the studies which tell about the metacognitive strategies usage from the learners and their
impact the reading comprehension of the learners. The scope of the study is limited to the reading
comprehension skill of the learners and impact of cognitive and metacognitive strategies. The
review is interesting as it identified wide range of studies about the topic as well as the findings of
the study is innovative as it suggested the incorporation of material and activities in the Curriculum
based on reading comprehension of the learners. The audience of the study is all the English
language teachers a, researchers and curriculum designers. The study is useful for the literature
review as its focus is on the reading strategies.
 Gilakjani, A.P., & Sabouri, N.B. (2016). How Can Students Improve Their Reading
Comprehension Skill? Journal of Studies in Education,6(2).
In this article the authors reviewed the previous researches on the Reading Skill and Reading
strategies which can help readers in the process of comprehension while reading any text. The aim
of this literature review research was to provide the answer to problem of reading comprehension
ability problem of the readers. The target audience of this work was all the teacher, researchers
and most important all the readers. The authors tried to connect the reading strategies with the
reading comprehension as they are effecting each other. The research article is useful for the topic
on Reading strategies and reading proficiency as it reviewed extensively on this topic tried to
highlight the basic aspects of the topic its basic concepts about readings and comprehension ability,
its various kinds, various frameworks, methods, and various reading strategies devised and
identified over the period of time. The argument of the author is convincing as it is supporting the
effect of reading strategies on reading comprehension. The article is limited to address the problem
of reading comprehension. The article will be a guiding stone on the topic of interest especially in
the process of writing a literature review.
 Muhammad, S. (2012). Second Language Reading Instruction in Pakistan.Procedia - Social
and Behavioral Sciences,70,1403 – 1412.

3. This Study is about the Reading instruction of Pakistani ESL teachers at various language institutes
of Pakistan. The purpose of the study was to find out the perception of the 71 ESL teachers about
reading skill and its teaching to the Pakistanis learners. The study is descriptive in nature and
collected data using Questionnaire and interviews. It was mixed method research. The area of this
research is limited to the reading skill and major focus was towards the Reading instruction by the
teachers and their methods usage for teaching reading Skill. The findings of the study are
interesting as all teachers agreed on the use of traditional methods to teach reading Skill to the
learners. The study is not of primary importance for the topic of my research but it can be useful
for triangulation of my findings and recommendations.
 Rao,C.S & Babu,K.S. (2016). Importance of Extensive Reading in Language Learning.
Language in India,16(2),251-260.
This article is about the significance of extensive reading in the process of language teaching and
especially its effects on the process of language learning at the level of learners. The purpose of
the research was to promote the use of extensive reading program in the English language teaching
and to help the teachers as well as learners in the process of English vocabulary and grammar
teaching and learning. It’s a literature review research which is limited to the extensive reading
strategy use for language learning. The findings of the article validate the productivity of the
extensive reading strategy for enhancing reading proficiency as well as overall language ability.
The article is innovative in its nature as it is suggesting addition of extensive reading plan into the
English language teaching as it has importance and can be beneficial for both the teachers and
students. The article is useful not only for reading literature review abut reading strategy but also
devising a methodological tool for reading strategies. The argument and conclusion is quite
convincing.
 Tawakoni, H. (2014). The Effectiveness of Metacognitive Strategy Awareness in Reading
Comprehension: The Case of Iranian University EFL Students.The Reading Matrix.,14(2).
This study which is quantitative in nature identified overall pattern of Iranian EFL students’
knowledge about metacognitive strategies and their use of these strategies while reading and

4. comprehending any text. This was more focused on analysis of descriptive statistics. There were
100 EFL Iranian (30 males and 60 females) students selected randomly among 400 undergraduate
EFL learners. The findings of the study describe that student use major these kinds of
metacognitive strategies Support reading strategy, Global reading strategy and Problem solving
strategy. There was no difference between male and female strategy use. There is impact of reading
strategy on reading comprehension in the context of Meta cognitive strategy. This study is useful
about our research especially in the context of metacognitive strategy.
 Zhang, L.M. & Zhang, L.J. (2013). Relationships between Chinese college test takers’
strategy use and EFL reading test performance: A structural equation modelling approach.
RECL Journal, 44(1), 35-57
The article is an excellent example of exploratory research as it based on the Chinese College Test
takers' strategy use and its effect on the one of the important aspect of language which is reading.
The major concern of this Chinese research was to find out the impact of cognitive and
metacognitive strategy on the reading ability. The article is important for the teachers and language
instructors. The authors collected data from the 616 Chinese College test takers' by using Reading
Test Strategy use Questionnaire and 50 items Reading test using older version of "College English
Test Band 4 (CET-4) Reading test". The target of the research was all the ELT teachers and
researchers especially related to the area of evaluation and language assessment. The article is
limited to the testing of reading language skill and cognitive and metacognitive strategies usage.
The argument of the authors is convincing as reflected in the findings that reading strategy have
impact the reading proficiency. The article is use full for the devising of methodology and analysis
of the collected data related to the topic of my research.