Comprehension Strategies

Reading whether in English and Arabic considered by educationists whether they are both active and passive depending on the way that readers interacting with the text. The reader should have the linguistic knowledge in order to use it, background knowledge and reading skills will obtain to reach a good comprehension of the text (Conner 2004).These include cognitive capacities (e.g., attention, memory, critical and analytic ability, inference, visualization ability), motivation (a purpose for reading, an interest in the content being read, self-efficacy as a reader), and various types of knowledge (vocabulary, domain and topic knowledge, linguistic and discourse knowledge, knowledge of specific comprehension strategies).

Over the past 2 decades,

The strategies are the prerequisites for the learners use it when they are read, think, listen...etc. The strategy is kind of the mental operations (conscious and subconscious), utilize by the students while they read or examining in the language learning conditions (O’Malley, 1990; McDonough, S., 2006). These strategies are the operations which help the readers to know what they are performing and to manage the reading situations and also, to capture data and information. A strategy is a tool for correcting mistakes and wrong thinking, which help the-the readers to solve their problems for the reason to reach fully understanding and better comprehension of the written text (Grabe, W., 2009: Abbott, M., 2010). The strategy is the mental operations which help the readers to ease up the reading situation and connect the meaning with the written forms or symbols (Tarnraporn 2010; Abersoldand Field 2000). So the good reading strategy is that one aids the learners to solve problems. The students tend to vary the strategies, in order to make successful use of reading strategy, in which it is important to reach a fully understanding of the text (Hsin et al 2009: 1).“Learners actively use strategies to accomplish their language learning goals” (Neil 2003: p 6). Iranian

In reading, two main approaches have been distinguished to explain the nature of learning to read, called bottom-up and top-down strategies (Birch, B.M., 2007, Purpura, J.E., 1997, Rumelhart, D.E., 1980, Young, D. and R. Oxford, 1997). “Bottom-up reading comprehension strategies are data-driven (i.e., they focus on linguistic parts and forms to interpret the text on an element by element basis), whereas top-down strategies are conceptually or hypothesis- driven (i.e., they use existing schematic knowledge of real-life situations and discourse organization to make meaning)" (Abbott, M., 2010). Lemos et al, (2010) concluded that, if the learner wants to comprehend the text accurately, the learners require obtaining certain skills to achieve the desirable purpose. The skills include different sets of recognitions, some incorporate with the wordiness level. These sets force the readers to look at words and grab the meaning out of the text by scanning it. These skills are like scanning, breaking down the lexical items into their constituent elements, using the knowledge of punctuation etc. These skills are called bottom-up skills or