- Traditionally, reading involved a passive reader, but views later shifted to see the reader as more active. - The reader must extract meaning from the text. Reading has long been a key skill in foreign language teaching. - There are three stages of reading: pre-reading to build background knowledge and make predictions; while-reading to comprehend the text through strategies like skimming and scanning; and post-reading to reflect on and apply what was read through summarization and evaluation.

3. • In traditional approaches reading, and the reader
was considered to be passive. Later on, there was a
shift from a passive view to an active one.
• The reader had to extract meaning from the text.
• Reading has probably been the most emphasized
skill in foreign language teaching.

5. -keep the meaning of the passage in
mind.
-Read in broad phrases.
-Skip inessential words
- Use the knowledge of the word
-Guess from context the meaning of
unknown words.
-Lose the meaning of sentences as
soon as they decode them.
- Read word by word in a short
phrase.
- Stop when they find a word that
they don´t understand.
- Do not transfer their own experience
to reading.

6. While-reading stage.
Pre-reading stage.
Post-reading stage.
READING STAGES

7. Pre- reading stage
Have tended to focus primarily
On preparing the reader for
possible linguistic difficulties in
the text
Previous knowledge is to elicit
information about the topic,
characters, events and actions in
the text.
The main purposes of this stage
are:
Make use of students
background knowledge about
the topic
Create expectation about the
text
Improve the students interest in
the topic and motivate them for
reading
Strategies to develop at this
stage are
Predicting and guessing

8. Work with a general
understanding of the text, and
then move to specific information.
The main reason for global
comprehension provides a context
to grasp the meaning of smaller
units.
The main aims of this stage are :
• Develop an understanding of
the writer´s purpose as well
as the structure and
organization of the text.
• Improve comprehension of
the text content.
• Looking for general
information(skimming).
• Looking for specific
information(scanning).
The strategies used at this stage
belong to one of these categories:
.
• Focus the attention on
contextual clues to guess the
meaning of unfamiliar words.
• Make use of inferring and
judging abilities.
Annotating
Analyzing
While-reading stage

9. This stage does not refer
directly to the text, but it
develops out of it.
Learners can express what they
liked and disliked.
This stage aims to:
-Use information for further
purposes
-Transfer acquired knowledge
to similar readings
-Make a summary of the
reading passage.
THIS involves the use of the
following strategies.
Summarizing
Evaluating
Reflecting
Post-reading stage