To understand a text a reader should not only possess linguistic knowledge but also general knowledge of the world and the knowledge activated during reading. Therefore, students’ background knowledge should be activated before reading the text. Understanding the text depends on the schema of the reader while reading. According to An (2013), schema theory guides readers as they make sense of new experiences, enable them to make a prediction about what they might expect to experience in a given context. Reading comprehension schema is often used to assist second language learning.
This strategy guides the students through the process of reading text by understanding and thinking about the text. Tankersley (2005) states that the Directed Reading Thinking Activity (DRTA) promotes higher order thinking skills and allow lecturers to know students’ thought process and experience. Moreover, it is useful for processing all types of text. Blachowich & Ogle (2008) states that the Directed Reading Thinking Activity (DRTA) gives teachers the opportunity to act as a facilitator by guiding students to think like readers. That is, they anticipate, predict and then confirm and modify their predictions as they
(www.phschool.com). Moreover, each type of Venn diagram can be used to develop reading strategies. Both the cognitive and metacognitive strategies should be developed to accomplish the goal of comprehension. Since that the main goals of reading literature sorts such as: prose, novel, plays, short stories, and poetry is to motivate the students to read and think critically about experience, feelings, thoughts, and information, and to develop their abilities to make comparison, summarize, take notes, and analyze the content. The role of teacher is very important to achieve these goals.
1. Define Disciplinary Literacy (DL): Disciplinary Literacy is learning how to read, think about, write, communicate, and use information like each discipline’s expert. It involves the tasks and processes of reading, thinking, inquiring, and speaking, required to learn and develop discipline-appropriate content knowledge. 2. Define Content Area Literacy (CL): Content Area literacy is the ability to use reading and writing for the acquisition of new content in a given discipline.
1. Introduction If one wants to improve a skill or competence motivation is an important factor that contributes to successfully achieving this goal. Especially, when it comes to learning in the classroom motivation is key. Hence, it is neccessary that teachers know what it takes to foster the students’ motivation. In this case the effects of reading motivation will be discussed.
Introduction Since EFL reading carries great weight in foreign language teaching, great efforts have been exerted to improve students’ reading ability. And a good understanding of how students learn and how the teachers teach becomes a key point in the changing society. Teachers are required to change their teaching styles to meet the needs of reading teaching. The teacher’s role is changing. To improve the quality of reading teaching, four concrete problems should be solved.
One must read the printed lines, as well as between the lines, behind the lines and beyond the lines for symbolic meanings, concealed meanings and ironic meanings. “The style or method of reading depends upon the reader’s purpose or intent. Reading any material is expected to make the reader more competent and give him more knowledge and insight.”  In fact, reading is one of the resources of knowledge. Effective reading is an active reading. Therefore one must know the drive and intent.
Studying and implementing the conditions under which students are motivated to read is important in the process of teaching and fostering learning change from extrinsic to intrinsic reading motivation. Therefore, reading motivation are the processes to put more effort on reading activities. Researchers have identified a number of factors important to reading motivation,
Espino (2014) underlines that reading comprehension is one of the pillars of the act of reading. Mingjun (2013) contends that reading comprehension involves extracting the relevant information from the text as efficiently as possible. It should be connected to the information from the written message with one’s own knowledge to arrive at an understanding. Suarez (2015) postulates that students who reach high school are expected to have developed their reading comprehension skills. They are asked to comprehend, analyze, synthesize and evaluate large amounts of information.
Reading is indispensable to any forms of learning. It is the most vital communication tools. It can strengthen vocabulary and grammar mastery. Students learn how spoken and written languages relate to each other as they learn to read. Reading has become a primary vehicle for target language input (Han & Anderson, 2009).