To accomplish this goal, instructors focus on the process of
reading rather than on its product.
They develop students' awareness of the reading process and reading
strategies by asking students to think and talk about how they read in their
native language.
They allow students to practice the full repertoire of reading
strategies by using authentic reading tasks. They encourage students to read to
learn (and have an authentic purpose for reading) by giving students some
choice of reading material.
When working with reading tasks in class, they show students the
strategies that will work best for the reading purpose and the type of text.
They explain how and why students should use the strategies.
They have students practice reading strategies in class and ask
them to practice outside of class in their reading assignments. They encourage
students to be conscious of what they're doing while they complete reading
assignments.
They encourage students to evaluate their comprehension and
self-report their use of strategies. They build comprehension checks into
in-class and out-of-class reading assignments, and periodically review how and
when to use particular strategies.
They encourage the development of reading skills and the use of
reading strategies by using the target language to convey instructions and
course-related information in written form: office hours, homework assignments,
test content.
They do not assume that students will transfer strategy use from
one task to another. They explicitly mention how a particular strategy can be
used in a different type of reading task or with another skill.
By raising students' awareness of reading as a skill that requires
active engagement, and by explicitly teaching reading strategies, instructors
help their students develop both the ability and the confidence to handle communication
situations they may encounter beyond the classroom. In this way they give their
students the foundation for communicative competence in the new language.
