Order Description
complete chapter 4 in the attached file for two pages
following the same way of writing.

please make sure that this paper is descriptive paper ( depends on the previous studies only )
Abstract
This study focused mostly on an extensive investigation on how three reading strategies (metacognitive, cognitive, and compensation) impact on enhancing EFL secondary school students reading comprehension. To facilitate the reading of comprehension capabilities in English, students need to understand/comprehend the meaning of a text, he or she should critically assess the message, (s) he needs to remember the content of the message and then flexibly, implement the new-found knowledge. Using the various reading strategies effectively may be of help to the non-native readers. This is because the strategies serve as an approach of overcoming the deficiency in language and attain enhanced reading goal on the language proficiency tests. It is essential for each ESL educators to explore how EFL secondary school students learn reading in English and understanding the problems that they have encountered in the use of reading strategies. This will help them achieve better strategies, and to get the clear picture concerning the use of the reading strategies, the study employed metacognitive, cognitive, and compensation reading strategies. The study comprehensively implemented secondary data where it reviewed past studies based on the objective of the current study. The study efficiently reviewed, compared and analyzed the findings of these secondary data. Based on the aim of the current study, two primary research questions were addressed; (1) How does the reading strategy training influence the reading comprehension of the EFL Secondary learner? (2) Does reading strategy training affect oral of EFL learners? In this research, the student reading strategies were classified into three categories of context clues, English dictionary and paired storytelling strategies. The findings of this study showed that teaching comprehension strategies to EFL learners is very effective in the process of comprehension of reading texts and improving proficiency of the learners. The study has aligned different approaches and how they are applied and aid in the reading process. Despite most strategies being beneficial and effective in the reading process for EFL learners the finding showed that most of the approaches have some shortcomings.
Keywords: EFL, Reading strategies, Reading ability, Metacognitive awareness of reading strategies.
The Title: The Influence of Training EFL Secondary School Students on a Set of strategies to Develop Reading Skills
Chapter 1
Introduction
The increasing level of interaction that has become the norm in the world today has led to the reestablishment of language as an important aspect of these interactions. Language comprehension, therefore, has become important in not just academic achievement but also social interactions in the society. In the academic setting, the comprehension and use of English as a second or foreign language has become increasingly important especially as students from differentiated parts of the world attend same learning institutions. Different approaches to learning have been adopted in the learning circles to teach English as a foreign language, hence different levels of comprehension have been achieved. This paper seeks to investigate and analyze the role the reading strategy adopted plays in the enhancement of English as a foreign language secondary school learners reading comprehension
Background of the Study
High school classrooms have increasingly become diverse and differentiated in terms of student ability level and culture. The diversity and differentiation poses difficult challenges for educators as they are obligated to accommodate the wide range of student knowledge levels and backgrounds. The fact that such teachers are expected to educate the diverse students different abilities leads to many teachers adopting approaches that accommodate average students. This approach, however, discriminates against the students that are not within the normal category (Rasekh and Ranjbary, 2003).
According to Cohen, Weaver and Li (1998, p. 3) “…the broad definition of foreign language learning and use strategies consists of the steps or actions selected by learners to improve the learning of a foreign language, the use of a foreign language, or both.” Strategies of language learning are aimed at helping the learners of a language improve their understanding and knowledge of the target language, and in this case English. The strategies are the conscious behaviors and thoughts that students use to facilitate their language learning tasks; hence personalize the language learning process (Aebersold and Field, 1997).
Different levels of education perceive and approach language comprehension and acquisition differently, and the argument is that although there is potential for improvement in the approaches and strategies adopted, little has been done in enhancing language comprehension. The argument is generalization of issues pertaining language acquisition and comprehension has led to increased disregard of the differentiations that encompass the comprehension of English language as a second language in some centers. The limited research on the acquisition and comprehension of English as a foreign language among the secondary schools serves as evidence of this proposition, and the argument is that focus has been on the university and college levels due to the appreciation of the increasing cultural diversity (Weaver and Li, 1998, p. 3).
Reading strategies show how the readers conceive a task, the textual cues they attend to, their reactions to what they do not understand and the manner in which they interpret or make sense of what they read. Reading strategies adopted range from “…simple fix-up strategies such as simply rereading difficult segments and guessing the meaning of an unknown word from context, to more comprehensive strategies such as summarizing and relating what is being read to the reader’s background knowledge” (Song, 1998, p, 41). English as a medium and subject in learning has gained significant popularity especially as international interaction of cultures has increased. Speaking common language has become a concern as people with different first languages interact. The argument is that communication and information processing have become important in the continually changing world, hence the need to learn languages that ensure understanding and comprehension of the information communicated.
According to Cohen, Weaver and Li (1998, p. 3), “…Strategies for language learning and language use have been receiving ever-growing attention in the areas of foreign language teaching and learning.” The argument is that language educators have invested significant efforts in helping students be more successful in the learning and communication in foreign languages. Different teachers have adopted different approaches and strategies to support and encourage the efforts of their students to learn and communicate in English despite the language being a foreign language to them (Grenfell and Harris, 1999).
Although there are studies that have been conducted on the effectiveness of the reading strategy training in the enhancement of the reading ability of the English as a foreign language, most of the studies have been focused on levels of education beyond the secondary school level. The argument is that the level of cultural differentiation in colleges and universities is higher than that of secondary schools in most cases, and this is especially because of the increased levels of mobility in the education sector (Hedge, 2000). Many students are increasingly seeking international education by becoming part of the international education system. The need to standardize education has led to the establishment and adoption of common languages to use in the learning institutions, and in this case, English. The argument is that the focus on the influence of the reading strategy training among the secondary school learners has remained largely uninvestigated; hence the standardization of the English as a foreign language learning strategies across all learning levels (Khalaji and Vafaeeseresht, 2012).

Aims of Study
As highlighted earlier, ESL secondary students have poor English reading capabilities and this might be due to their degree of reading knowledge strategy and lack or insufficient metacognitive control. Besides the instructional practices in most EFL language classes in the ESL secondary schools concentrates on the direct transmission of knowledge. Therefore, to enhance the reading comprehension of ESL secondary class, the instructor needs to provide the students with more self-reports, because this will assist the instructor to establish and apply the appropriate reading strategies for the comprehension reading and to identify if the student can critically reflect about their language learning abilities. The impact of learning strategies on content comprehension has been recognized in the learning, hence the establishment of the standardized strategies in many learning institutions and within the education industry. The argument is that the secondary school institution has been largely ignored because of the recognition that most of the mobility of the students is focused on the college and university level students. The main concerns about language comprehension have ignored the cultural diversity among the secondary school students especially because of the localization of the students. Most of the secondary school students are assumed to study within the localities they were raised in, hence the ignorance about their comprehension of the English language (Nuttall, 1996).
The problem, however, is that diversity and differentiation means different levels of comprehension of the English language as increased mobility has led to increased cultural interaction at the secondary school level. Even without considering the international students, immigrants add diversity in secondary schools especially regarding the first languages of the students. The argument is that the diversity present in colleges and universities is still present in secondary schools although at differentiated rates. The argument for the study is that language comprehension has largely been ignored within the secondary school setting, hence the research aims at finding out the influence the reading strategy adopted has on the enhancement of the comprehension of English as a foreign language (Rasekh and Ranjbary, 2003).

Significance of the Study
The understanding of how the reading strategies affect language comprehension is important in the education industry especially with the continued cultural diversity among the learning institutions. The increasing levels of mobility at the international scope have increased the levels of cultural diversity in the community, and this has led to the identification of the differences among people especially with regard to language barriers. The argument is that although people are increasingly becoming cultural relativistic, the issue of language comprehension remains relatively unaddressed especially within the secondary school sector. The argument is that the study provides information about the issue of language comprehension in secondary schools, and argues for the need to emphasis the acknowledgement of the need for research on the reading strategy training and its effects on language comprehension among the secondary scholars (Wallace, 1992).
The findings of the study will be instrumental in influencing the approaches to learning English as a foreign language in the education sector. The argument is that the information about the influence of the reading strategy training on the comprehension of English among the secondary school students will inform the stakeholders about the best way to approach the instruction of the language. The research findings, of used, will influence the policies regarding the instruction of English and the approaches that are suited best for the secondary school instruction. The research will not only influence the policies on the instruction of English among the secondary scholars but also the approaches to instruction in terms of the reading training strategies (Saricoban, 2002).
Research Questions
1- How does the reading strategy training influence the reading comprehension of the EFL Secandary learner?
2- Does reading strategy training affect oral of EFL learners?
Limitations of the Study
The current study examines the impact of reading strategy training on developing EFL/ESL secondary school students. This is done in an attempt to find out the extent to which training language learners on effective reading strategies can enhance their reading comprehension outcomes.
The definition of the terms
• Cognitive strategies: involve “… involve the identification, retention, storage, or retrieval of words, phrases, and other elements of the target language” (Cohen, Weaver and Li. 1998, p. 3).
• Metacognitive strategies, on the other hand, “…deal with pre-planning and self-assessment, on-line planning, monitoring and evaluation, as well as post-evaluation of language learning activities” (Cohen, Weaver and Li, 1998, p. 3)
• Social strategies, in this content, deals with the “…actions that learners select for interacting with other learners, a teacher, or with native speakers (e.g., asking questions for clarification, helping a
Chapter 2
Literature Review
Reestablishment of the language and language comprehension in people learning English as a foreign language has been a topic that most researchers have taken a keen interest. This literature review focused on EFL reading strategies and the impact of reading Strategy training on EFL Secondary school learning reading comprehension. The literature review also focused mainly on what other researchers are saying in terms of the impact and strategies of learning EFL.
EFL/ESL Reading Strategy Training
According to Chen (2005) reading is one of the primary skills in learning language, and to understand a text either by a native or a non-native learner, readers have to employ different learning strategies. Jin (2002) and Graham (2006) conducted extensive studies to show how different readers employ a few strategies while some learners employed more reading strategies. Researchers have made a clear distinction between a good reader and a poor reader, and they have also identified the features of both readers. One quality of a good reader is that they know how and which reading strategies to apply and that they have immense command of how and where to apply these strategies. Kachru (2006) indicate that the different readers implement different reading strategies to make sure that their storage acquisition and efficient retrieval of information. Studies by Chiang (1992) and Graham (2006) reveal that a successful L2 reader will keep the meaning of a passage in their mind while they are reading, they reading wide phrases, has positive self-concept and they skip words, which they term as unimportant. However, an unsuccessful reader will lose the meaning of various sentences as soon as they record them, and they read shorter phrases, has a negative self-concept and they rarely skip unimportant words.
Jin (2002) report that ESL students draw their reading strategies from different sources and that they have similar profiles of a competent reader in L1 and L2 reading and that they are aware of the cognitive processes. Results by Graham (2006) establish that ESL students indicate that they use more reading strategies that is congruence with the perception, which an ESL student is likely to use. Graham (2006) also indicate that ESL students employ strategies of prediction, summary and use of prior knowledge and they improve their scores.
Wang (2003) report that systematic direction instruction for the metacognitive strategies is essential in developing the ELT students through the verbal and a loud protocols. The finding of the Wang (2003) study show that the ENL students used the metacognitive and cognitive reading strategies frequently in both the text types. Chiang and Dunkel (1992) report that the ENL students use reading strategies such as sound letter, concentrating on grammatical structures, text details and word meaning. ENL students to be “global” in that they use text gist, background knowledge and textual organization in their perceptions of an effective reading strategy. ENL students implement the transactional strategy instruction, TSI that enhances the transaction between the students, teachers and text. The program instructions are characterized by the reading strategies that include story grammar analysis, thinking aloud, and text structure analysis, and also reading with prior knowledge through making predictions of the texts and relating the questions, content, summary, construction of mental images and clarifying. The ENL students take these instructions in smaller groups and they implement these strategies in their activities because they strategies assist them beyond their literal understanding of texts.
Context Clues
Knowing the meaning of a vocabulary is not enough since one needs a constant reminder on how to apply the words in a conversation. Identifying contextual clues is the appropriate strategy to understand fully the terms (collegeatlas.org, n.p). Knowing the type of words used in a sentence can be advantageous to the learner. For example, categorizing of English words such as articles, which comes before a noun, is an effective strategy for learning EFL. Another way of identifying contextual clues is to learn surrounding words. A word surrounding a term that is unfamiliar provides insight to the meaning of the word. For example, verbs give clues to the meaning of nouns in a sentence.
Pre-Reading Activities
Pre-reading activities are activities that the teacher engages students in, in order to help their comprehension heights during their actual reading process (Drucker, 2003). Teachers can engage their students with some form of familiar activities concerning the book in order to assist the students relate the concept of the book with the reading process. For example, a teacher can use the context of the reading material prior to reading the material to relate a certain situation familiar to the students. This way the students will be able to understand the context of the reading materials more since they can relate the material to something else that they are familiar with.
The relation or familiar context in the reading material and the students surrounding can be in the form of the class experience, cultural background and even something of public interest. Something of public interest can be trending news in the media. Pre-reading activities assist the students to prepare and understand the concepts in the reading materials since they can relate the materials in real life.
Comprehension process in reading can be a very tasking experience for EFL students (Carrell and Eisterhold, 1983). Teachers require being patient with students and understanding their frustrations on a more personal basis in order to assist them to comprehend the reading materials there are involved with in class and other environments. Motivating the students is a key process in the reading process and understanding of the concepts. EFL students require to be motivated by their teachers in order to comprehend the context they do not understand in reading material or in different subjects, which use rather intimidating jargons for EFL students. Engagement is an effective method in the comprehension process. Engaging students in some form of activities assist the students in understanding the concepts in the reading process. Pre-reading activities are also essential to the reading process and assist the students in understanding the contexts in the reading material more comfortably.
Recent Related Studies on Reading Strategy Training
In the past few decades, a great deal of research has been done on the comprehension strategy with a unison agreement that it should be developmental and multi-componential (Almasi, 2003; Pressley, 2000, 2002). Supported by several consistent empirical results, some sophisticated approaches provide solid framework of the comprehension strategy. Palincsar and Brown (1984) advocates reciprocal teaching as one of the effective approach of comprehension. The approach is most appropriate of the EFL students with decoding skills but have difficulties in deducing concepts. Pressley (2002) concurs with reciprocal teaching indicating that it is one of the appropriate and validated approaches in comprehension strategies. The instructional model involves the engagement of the teachers and students in constructing texts for better comprehension of the students.
However, according to Rosenshine and Meister (1994) case study, reciprocal teaching approach the effectiveness of the approach is still not entirely confirmed. The associates case study they indicate that by using the approach one is able to identify different groups of people and their comprehension capability. Rosenshine and Meister (1994) study findings indicate that students who are good at decoding process but poor in the comprehension process benefit more since the approach intervention assist in their comprehension process.
Furthermore, more studies have been conducted on a classroom basis on the effects of reciprocal teaching to EFL learners. Song (1998) discovered that reciprocal teaching assisted the students at Korean University in the understanding of certain texts and interpretation of certain messages. Cotterall (1990) also conducted a study at a pre-University on EFL learners indicating that learners in the reciprocal training had a better comprehension of texts and their background knowledge was activated. Nevertheless, Chen (2005) conducted a study in Taiwanese senior school students on a comprehension strategy similar to Reciprocal teaching and discovered that despite the strategy aiding in the comprehension of different texts and finding answers for different tasks the approach had a shortcoming because the students vocabulary ability did not improve.
In another comprehension strategy known as direct explanation of comprehension strategies it stressed by Roehler and Duffy (1984), on the role of the teacher as an example in students reading comprehension. In this approach the teachers provide knowledge to be used in the reading process, determines when to use the knowledge and the procedure of using the knowledge. According to Duffy et. Al (1988) the growth of a student independence in the learning process indicate how the approach is effective and positive improvement in understanding the concepts in the reading materials.
Pressley et. al (1992) influenced by Roehler and Duffy (1984) approach put forward transactional strategies instruction (TSI). This reading intervention shares the same characteristics as Roehler and Duffy approach that is direct explanation and approaches on how to use the knowledge. However, the TSI approach differs from direct explanation of comprehension strategies on the interpretation between the reader and the texts and the transaction between the group members in their process of finding the meaning together (Pressley, 2006). Moreover, another major difference between the Pressley strategy and other comprehension strategies is its emphasis on the cognitive reading comprehension as well as interpretation strategies of reading. According to Pressley (2002), the TSI strategy helps the student to create a virtual visualization in their mind, creating images to help them with the comprehension process and to internalize their strategic process through group discussions and other group activities.
Anderson (1992) and Brown et al (1996) studies indicates that TSI and reciprocal teaching differ in terms of the long term process of experimental design of teaching TSI approach takes. The associates’ studies indicate how TSI have a strong empirical evidence to validate its application in elementary schools and secondary schools comprehension reading process. Loranger (1997) also conduct a case study on fourth graders to determine the effectiveness of the TSI approach. Loranger case study proved that application of TSI approach to the fourth graders improved their comprehension of different texts and materials. The case study proved that students who were engaged in the experimental groups had a more understanding in terms of reading tasks and discussions than those who participated in the control group discussions.
Wright and Brown (2006) studied the prospective of reading strategy instruction in raising the reader’s awareness, raising their expectations and encouraging students in their reading process. The two associates exploration indicate that reading strategy training can boost a learners confidence in the reading process and help them in more understanding of the concepts and terms applied. Salataci and Akyel (2002) also investigated the effects of the reading instructions using two different languages English and Turkey and discovered that the reading instructions had a positive influence on both language and aided in the comprehension of the English language. However, according to Shang (2010) case study where he investigated the effect of cognitive, metacognitive, compensation strategies on the reading process he discovered that the reading achievements were unrelated to the reading strategies. The study indicated a positive relationship between self-efficacy and the reading strategies but not a direct relationship indicating the reading achievements could have been because of self-efficacy more than the reading achievements.
The use of different strategies has different effects on different levels of readers. Hong-Nam and Leavell (2006) study indicated that intermediate learners used more strategies to the reading process than the beginners and advanced students and those who used the strategies of the reading process advanced in the reading process than those who did not employ the strategies. Yau (2005) study also indicates that proficient readers use more sophisticated strategies that aid their reading process than non-proficient readers. Yau study showed that proficient readers used the strategies of summarizing, inference and synthesis in the reading process and even after their reading process. However, the less proficient group used certain elements such as paraphrasing, repetition and bridging inferences, which are common strategies for less skilled readers. Yaali and Jahromi (2002) study concluded that high- proficient students use more strategies in their reading process than those students who are less proficient in their reading process.
McKeon, Beck, and Blake (2009) study came up with standardized comprehension instructions in which they came up with two strategies appropriate for aiding in the reading process. The three associates’ study concluded that context and strategies instructions mattered in the reading process. Context instructions aided the students in focusing on the text of the reading materials and understanding its concept. Strategies instructions aided the students in understanding the specific aspects that help them understand different contexts in the reading texts. The results attained from the two comprehension instructions served the same purpose. Nevertheless, McKeon, Beck, and Blake (2009) study indicated that those who used context instructions outsmarted those that used strategies instructions. Therefore, the two comprehension instructions aid in the reading process but in different magnitude and understanding.
Khosravi (2000) made efforts of understanding the effects of skimming and scanning on the EFL learners reading rate and comprehension. The two reading strategies are widely used although have different effect on the reading process. According to Khosravi (2000) study, scanning had a positive effect on both reading rate and comprehension while skimming had an effect only on the student reading comprehension. Fotovatian (2009) also conducted an experimental study in the quest of determining reading comprehension using different strategy. Fotovatian used consciousness-raising in meta-cognitive strategy on EFL learners’ comprehension. The result of the study indicated that compared to the control group in Khosravi (2000) study the experimental group in Fotovatian (2009) indicated an essential improvement in the reading comprehension.
Moorman & Ram (1994) indicates that although much has been done on reading for EFL learners, much on the theoretical perception have been neglected. Graesser form of a theory entails language comprehension texts such as linguistics, intentional, causal, spatial, rhetorical, and roles and objects and personalities. However, the theory lacks a point of implementation. Van Dijk and Kintsch (1983) proposed a reading model, but the model fall short due to the model being unable to handle creative writing.
Gabb (2000) poses a sceptical deduction on why the learners of a language face difficulties in the fluency part more than the decoding part. She identifies several shortcomings to this of which some include limitation in the vocabulary and also the lack of background knowledge. Orasanu (1986) indicate that the knowledge an individual brings in a text determines the comprehension of that particular text. The expansion of vocabulary is the main aspect in reading fluency. People require puzzles, word play and expanding the vocabulary using phonics, which assist people in becoming fluent and proficient readers of the English language. Spencer and Hay (1998) indicate that word recognition assist a reader in advancing his/her skills of reading. The associates state that recognising of words though letter recognition and use of other orthographic data is very essential in assisting the reading process.
However, Drucker (2003) that using deep orthographic structures for English language may cause many irregularities in the wordings, which might become a big problem for EFL learners since they will have a hard time understanding the actual meaning of a word. Drucker also indicate that teaching a learner a vocabulary before reading the text cause a cognitive split in understanding the context of test in the reading process. Drucker in his study he concludes that a learner experiences a word 5-6 times before they actually acquire the word in the learning process.
Frey and Williams (2002) research indicates that teaching comprehension strategies has positive effect on the comprehension of the EFL learners. Teaching EFL learners explicitly and directly to this learners improve their efficiency levels and make the learners become better readers of the language. Booth and Swartz (2004) indicate that for students to become independent readers there require adequate instructions on the reading comprehension and process. Comprehension requires thinking and understanding in order for one to master their texts properly and without difficulties in the future. An individual requires interest in that particular text in order to achieve the comprehension of the text completely (Booth and Swartz, 2004).
Parera (2006) and Abraham & Vann (1987), advocates for think-aloud-approach in reading comprehension. The associates indicate that for EFL learners to fully understand the language they require to verbalize their thoughts in the cognitive process in order to probe their reading process. Feng and Mokhtari (1998) indicate that for learners to text their level of proficiency or the level of understanding in the learning process they require to use the think-aloud-approach. However, according to Smith (2006), think-aloud-approach can also be used in class as an instructional strategy aiding the readers of the language to construct meaningful texts. During the process of this approach most readers verbalise their thoughts on what they are reading.
Walker (2005) indicates that the approach is appropriate for both English natives and non-natives of English who are interested in learning the English language. The approach is however more effective and helpful in the comprehension process for struggling readers of English language that is EFL learners who are less proficient. Smith (2006) in addition to the approach, he also developed his own model like think-aloud-approach called think-aloud-mysteries, which aid the learners of the English language with their proficiency and comprehension problems. Walker (2005) in his study performed a self-evaluation test to the effectiveness of the think-aloud-approach. In his study he concluded that the approach was most effective for middle class students who have long reading process especially during the summer.
The think-aloud-approach is not a practical research tool for researchers to test the proficiency of readers but it is also an instructional strategy that is effective in the reading process for EFL learners (Migyanka et al., 2006). However, the approach has its shortcomings like Caldwell and Leslie (2003) indicate that most researchers in the approach determined its effectiveness by measuring test-difficulties and think-aloud. Caldwell and Leslie (2003) indicate that the effectiveness of the comprehension of the reading process may not entirely be determined by the approach itself but it might be determined by other variables.
Chapter 3
Methodology

Studies by Hedge (2000) incorporated nineteen classrooms in three different schools whereby they were randomly assigned to control conditions or self-explanation reading training, SERT. The research provided the participants with self-explanatory texts and they used five reading strategies. Hedge (2000) placed the control classroom to simple read the similar science text that was implemented in the SERT training. The study then assessed the comprehension using a science passage that was obtained from a high school science textbook. The research formatted two questions that could be used to evaluate the understanding of the students, and they included open-ended and multiple choice questions. For the question format, the research used both bridging-inference and text-based questions to establish the different levels of the students’ comprehension of the provided passages.
Grentell (1999) used 108 sophomores students that majored in English from one of the major high schools in Taiwan. The participants were given demographic questionnaires to gather information concerning the background of the study. This was similar to previous researches that were conducted by Brown (2001), Carrel (1983), and Anderson (2002). The results from the submitted questionnaires showed that the study subjects ranged from ages thirteen to eighteen years old. The study revealed that the subjects exhibited formal instructions in English for approximately four years before they conducted the study.
Research by Almasi (2003) and Brown et al., (1996) designed an English reading strategy and offered to one hundred and ten high school students (83 females and 27 male students) from Taiwan High School. The participants in this study ranged from ages thirteen and seventeen and they were presented with demographic questionnaires to collect relevant information on the background of the participants. The results from the demographic questionnaires revealed that the participants in the study had experienced various formal instructions in English for approximately four years by the time they were studying at the school. The study showed that eighty-four percent of the participants in the study performed different practices so that they could improve their English. This study was also conducted by Alyousef (2005) and Aebersold and Field (1997), and they affirmed that the participants engaged in different activities of improving their English proficiency such as listening to radio programs, English songs, watching American films, CNN news and reading English newspapers and magazines.
Study Limitation
Although Secondary data helped the researcher understand the condition or status of a group, but compared to primary data they are imperfect reflections of reality. Without proper interpretation and analysis they do not help one understand why something is happening.
The researcher would have become overwhelmed by the volume of secondary data available, if selectivity was not exercised. It was difficult to determine the quality of some of the data in question. Sources conflicted with each other. Because secondary data used was usually not collected for the same purpose as the original researcher had, the goals and purposes of the original researcher potentially biased the study.
Because the data were collected by other researchers, and they decide what to collect and what to omit, all of the information desired was not available. Secondary data did not reveal individual or group values, beliefs, or reasons that may be underlying current trends.

Chapter 4
Discussion

Critical Analysis of the Previous Studies
The findings and analysis of this study were based on the literature review, which strive to answer the research questions of the study. The research is based on EFL Secondary school learners reading comprehension strategies and the impact of reading Strategy training on EFL Secondary school learning reading comprehension. The literature review has given an extensive material on the comprehension reading strategies.
Alyousef (2005) recommends that comprehension of reading strategies entails two major strategies, which are motivation and engagement. Carrell and Eisterhold (1983) also advocates for Language Experience Approach, which was proposed by Gigg 1981 as an effective comprehension strategy in the engagement process that aid in comprehension of vocabulary. However, Carrell and Eisterhold (1983) advocates that the strategy is most effective in cases of new learners but not consistent EFL learners.
Almasi, 2003; Pressley, (2000, 2002) among other researchers agrees that the comprehension strategies in reading foe EFL students should be both developmental and multi-componential. The researchers Palincsar and Brown (1984) advocates Reciprocal Teaching as one of the effective approach of comprehension. Pressley (2002) concurs with reciprocal teaching indicating that it is one of the validated strategies of comprehension, which help students in deducing and understanding concepts while reading. However, researchers Rosenshine and Meister (1994) indicate that the effectiveness of the approach is still not entirely confirmed.
Roehler and Duffy (1984) advocates for direct explanation of comprehension strategies as comprehension strategy that uses knowledge. Duffy et. Al (1988) indicates that the growth of student independence in reading English shows how this strategy is effective. Pressley et. al (1992) put forwards transactional strategies instruction (TSI) strategy influenced by Roehler and Duffy approach. However, according to Pressley (2006), the interpretation between the reader and the texts and the transaction between the group members in their process of finding the meaning together in the two approaches differ. Anderson (1992) and Brown et al (1996) also indicates that the two approaches differ since TSI requires long experimental design which makes it a more reliable approach since in the study case study at the university the experimental group had more appealing results than the control group.
Researchers Wright and Brown (2006) indicate that reading strategy training can boost a learner’s confidence in the reading process and help them in more understanding of the concepts and terms applied. Salataci and Akyel (2002) concur with the two researchers indicating that reading strategy training aid in the comprehension of the English language. But researcher Shang (2010) study indicates that the reading effectiveness is not related to reading strategies but it is related to self-efficacy.
Hong-Nam and Leavell (2006) and Yau (2005) Indicates that the level of achievement in the reading process depends with a student proficiency since the high proficiency students uses sophisticated strategies and vocabularies in their reading process. Nevertheless, Yaali and Jahromi (2002) indicate that the less proficient group used certain elements such as paraphrasing, repetition and bridging inferences, which are common strategies for less skilled readers.

Chapter Five
Conclusion and Recommendations
Conclusion
The findings of the study shows that teaching comprehension strategies to EFL learners is very effective in the process of comprehension of reading texts and improving proficiency of the learners. The study has aligned different approaches and how they are applied and aid in the reading process. Despite most strategies being beneficial and effective in the reading process for EFL learners the finding shows that most of the approaches have some shortcomings.
The approaches used in the reading process shows that the approaches are determined by certain variables to determine their effectiveness. The study indicates that the reading strategies applied enabled the students to improve their knowledge on the usage of the strategies while reading but did not entirely improve their reading performance automatically. However, the findings of this study offer several institutional implications for teaching comprehension to EFL learners.
Consciousness-raising for learners is very important according to the study and assists the students to improve in the comprehension of texts in their reading process. Therefore, teachers during their instructional strategies they should improve and be concerned with process that contributes to consciousness-raising of the students. Students who are fully conscious according to the study understand more and comprehend texts more than students who are sub-consciously absent.
Readers with different and various reading abilities benefit more from reading strategies and they are able to monitor their comprehension process using the strategies. Understanding of the strategies can apply to all students but in different magnitude depending on the capability of the students. High-proficiency students tend to comprehend text more than students how have low-proficiency. Those with low-proficiency uses comprehension strategies that is weak such as repetition, summarizing, and low inferences while those with high-proficiency uses sophisticated comprehension strategies such as paraphrasing, and high inferences.
For better reading implications, a constant, prolonged, and regular reading strategy is required to improve the comprehension of reading. A long-term engagement from both teachers of EFL and students is required to make the comprehension process of reading texts become effective. When the EFL teachers consider the long-term process, they should also consider the implication of a delayed strategy in the reading process. A strategy that has been introduced and then recalled and experience some delays before it is applied again may affect the students reading capacity due to lack of uniformity. However, teachers should coach the students to use the strategies on their own and the work of the teachers should be to introduce the instructional strategies.
Moreover, the study indicates that the reading process for EFL students is gradual and developmental. Therefore, the teachers require applying longitudinal processes of learning and instructional strategies to the students. It takes patience and some time to train students to become strategic. EFL learners require shifting on their reading strategies in order to improve their proficiency levels and comprehension levels. The shifting process does not occur overnight and its take a process and time. Therefore, teachers require time to convince the students to shift their reading strategies to the recommended ones that will assist their comprehension processes and improving their level and understanding of vocabularies.
Collaborative comprehension strategies according to the study are the most advocated strategies for teaching reading comprehension for EFL learners. Teachers and students require collaborating in order to assist the students to comprehend the reading strategies applied by the teachers. Group work in the collaborative comprehension strategies is an essential strategy for EFL learners according to the findings of the study. Most strategies advocated in the study recommend group work and instructional strategies for effective comprehension of reading texts.
Recommendations
Introducing the strategies to the students is not enough and it does not contribute to positive impact of the reading process and comprehension. Instructional strategies are required to shape and improve the reading of the learners. Teachers need to give the student guidance in order to improve their reading strategies. They also need to offer instructions for the students to follow in their learning process. Both the students for EFL learners play a big part in the comprehension of the reading texts and it require the other to effectively achieve the comprehension of texts and the reading process.
Teaching of comprehension of reading strategies plays a significant impact in improving the comprehension of the English language for the EFL learners. The strategies aid in the improvement of the proficiency for of the students. By applying the strategies, students are able to improve their proficiency in terms of the usage of the vocabulary and the context of the reading materials. Understanding the context is the important factor that enables the students to improve their reading comprehension of the text. The strategies aid the students improve their understanding as well as their proficiency.
Last but not least, research based approaches and instructions regarding effective teaching methods of reading comprehension need to be provided in order for students to improve their reading comprehension. Students should be taught and reminded often on ways to coordinate and synthesize usage of various strategies and good reading strategies that involve appropriate teaching materials such as various genres of reading materials and texts.
Given the above findings and limitations of this research, further research is necessary and highly recommended which should cover the following areas which were not considered under this particular research. Specifically, more independent variables are needed in any future research including but not limited to:
Language proficiency: this independent variable is meant to establish the relationship between reading strategies and reading ability which from the analysis o the other studies none has considered this particular variable.
Passage difficulty: this variable should be considered with regard to reading of textbooks, motivation, and socioeconomic status of secondary students. This should be undertaken in order to investigate if those other variables contribute to the prediction model.
Sample enlargement: it was discovered that all the previous studies concentrated so much on the public schools at the expense of private schools and bilingual schools. This kind of approach makes the question of generalization and more information made available a bit difficulty.
Extension to universities: Most of the previous studies did not extent this to universities. If this is done in the future studies, then the correlation between the reading strategies at the universities if they are the similar to those applied at the universities.
Mixed method study: This research concentrated only on the qualitative research in disregard of quantitative research. Based on this future studies should consider both methods of research in order to come up with a more reliable and informative results.

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Order Description
complete chapter 4 in the attached file for two pages
following the same way of writing.

please make sure that this paper is descriptive paper ( depends on the previous studies only )
Abstract
This study focused mostly on an extensive investigation on how three reading strategies (metacognitive, cognitive, and compensation) impact on enhancing EFL secondary school students reading comprehension. To facilitate the reading of comprehension capabilities in English, students need to understand/comprehend the meaning of a text, he or she should critically assess the message, (s) he needs to remember the content of the message and then flexibly, implement the new-found knowledge. Using the various reading strategies effectively may be of help to the non-native readers. This is because the strategies serve as an approach of overcoming the deficiency in language and attain enhanced reading goal on the language proficiency tests. It is essential for each ESL educators to explore how EFL secondary school students learn reading in English and understanding the problems that they have encountered in the use of reading strategies. This will help them achieve better strategies, and to get the clear picture concerning the use of the reading strategies, the study employed metacognitive, cognitive, and compensation reading strategies. The study comprehensively implemented secondary data where it reviewed past studies based on the objective of the current study. The study efficiently reviewed, compared and analyzed the findings of these secondary data. Based on the aim of the current study, two primary research questions were addressed; (1) How does the reading strategy training influence the reading comprehension of the EFL Secondary learner? (2) Does reading strategy training affect oral of EFL learners? In this research, the student reading strategies were classified into three categories of context clues, English dictionary and paired storytelling strategies. The findings of this study showed that teaching comprehension strategies to EFL learners is very effective in the process of comprehension of reading texts and improving proficiency of the learners. The study has aligned different approaches and how they are applied and aid in the reading process. Despite most strategies being beneficial and effective in the reading process for EFL learners the finding showed that most of the approaches have some shortcomings.
Keywords: EFL, Reading strategies, Reading ability, Metacognitive awareness of reading strategies.
The Title: The Influence of Training EFL Secondary School Students on a Set of strategies to Develop Reading Skills
Chapter 1
Introduction
The increasing level of interaction that has become the norm in the world today has led to the reestablishment of language as an important aspect of these interactions. Language comprehension, therefore, has become important in not just academic achievement but also social interactions in the society. In the academic setting, the comprehension and use of English as a second or foreign language has become increasingly important especially as students from differentiated parts of the world attend same learning institutions. Different approaches to learning have been adopted in the learning circles to teach English as a foreign language, hence different levels of comprehension have been achieved. This paper seeks to investigate and analyze the role the reading strategy adopted plays in the enhancement of English as a foreign language secondary school learners reading comprehension
Background of the Study
High school classrooms have increasingly become diverse and differentiated in terms of student ability level and culture. The diversity and differentiation poses difficult challenges for educators as they are obligated to accommodate the wide range of student knowledge levels and backgrounds. The fact that such teachers are expected to educate the diverse students different abilities leads to many teachers adopting approaches that accommodate average students. This approach, however, discriminates against the students that are not within the normal category (Rasekh and Ranjbary, 2003).
According to Cohen, Weaver and Li (1998, p. 3) “…the broad definition of foreign language learning and use strategies consists of the steps or actions selected by learners to improve the learning of a foreign language, the use of a foreign language, or both.” Strategies of language learning are aimed at helping the learners of a language improve their understanding and knowledge of the target language, and in this case English. The strategies are the conscious behaviors and thoughts that students use to facilitate their language learning tasks; hence personalize the language learning process (Aebersold and Field, 1997).
Different levels of education perceive and approach language comprehension and acquisition differently, and the argument is that although there is potential for improvement in the approaches and strategies adopted, little has been done in enhancing language comprehension. The argument is generalization of issues pertaining language acquisition and comprehension has led to increased disregard of the differentiations that encompass the comprehension of English language as a second language in some centers. The limited research on the acquisition and comprehension of English as a foreign language among the secondary schools serves as evidence of this proposition, and the argument is that focus has been on the university and college levels due to the appreciation of the increasing cultural diversity (Weaver and Li, 1998, p. 3).
Reading strategies show how the readers conceive a task, the textual cues they attend to, their reactions to what they do not understand and the manner in which they interpret or make sense of what they read. Reading strategies adopted range from “…simple fix-up strategies such as simply rereading difficult segments and guessing the meaning of an unknown word from context, to more comprehensive strategies such as summarizing and relating what is being read to the reader’s background knowledge” (Song, 1998, p, 41). English as a medium and subject in learning has gained significant popularity especially as international interaction of cultures has increased. Speaking common language has become a concern as people with different first languages interact. The argument is that communication and information processing have become important in the continually changing world, hence the need to learn languages that ensure understanding and comprehension of the information communicated.
According to Cohen, Weaver and Li (1998, p. 3), “…Strategies for language learning and language use have been receiving ever-growing attention in the areas of foreign language teaching and learning.” The argument is that language educators have invested significant efforts in helping students be more successful in the learning and communication in foreign languages. Different teachers have adopted different approaches and strategies to support and encourage the efforts of their students to learn and communicate in English despite the language being a foreign language to them (Grenfell and Harris, 1999).
Although there are studies that have been conducted on the effectiveness of the reading strategy training in the enhancement of the reading ability of the English as a foreign language, most of the studies have been focused on levels of education beyond the secondary school level. The argument is that the level of cultural differentiation in colleges and universities is higher than that of secondary schools in most cases, and this is especially because of the increased levels of mobility in the education sector (Hedge, 2000). Many students are increasingly seeking international education by becoming part of the international education system. The need to standardize education has led to the establishment and adoption of common languages to use in the learning institutions, and in this case, English. The argument is that the focus on the influence of the reading strategy training among the secondary school learners has remained largely uninvestigated; hence the standardization of the English as a foreign language learning strategies across all learning levels (Khalaji and Vafaeeseresht, 2012).

Aims of Study
As highlighted earlier, ESL secondary students have poor English reading capabilities and this might be due to their degree of reading knowledge strategy and lack or insufficient metacognitive control. Besides the instructional practices in most EFL language classes in the ESL secondary schools concentrates on the direct transmission of knowledge. Therefore, to enhance the reading comprehension of ESL secondary class, the instructor needs to provide the students with more self-reports, because this will assist the instructor to establish and apply the appropriate reading strategies for the comprehension reading and to identify if the student can critically reflect about their language learning abilities. The impact of learning strategies on content comprehension has been recognized in the learning, hence the establishment of the standardized strategies in many learning institutions and within the education industry. The argument is that the secondary school institution has been largely ignored because of the recognition that most of the mobility of the students is focused on the college and university level students. The main concerns about language comprehension have ignored the cultural diversity among the secondary school students especially because of the localization of the students. Most of the secondary school students are assumed to study within the localities they were raised in, hence the ignorance about their comprehension of the English language (Nuttall, 1996).
The problem, however, is that diversity and differentiation means different levels of comprehension of the English language as increased mobility has led to increased cultural interaction at the secondary school level. Even without considering the international students, immigrants add diversity in secondary schools especially regarding the first languages of the students. The argument is that the diversity present in colleges and universities is still present in secondary schools although at differentiated rates. The argument for the study is that language comprehension has largely been ignored within the secondary school setting, hence the research aims at finding out the influence the reading strategy adopted has on the enhancement of the comprehension of English as a foreign language (Rasekh and Ranjbary, 2003).

Significance of the Study
The understanding of how the reading strategies affect language comprehension is important in the education industry especially with the continued cultural diversity among the learning institutions. The increasing levels of mobility at the international scope have increased the levels of cultural diversity in the community, and this has led to the identification of the differences among people especially with regard to language barriers. The argument is that although people are increasingly becoming cultural relativistic, the issue of language comprehension remains relatively unaddressed especially within the secondary school sector. The argument is that the study provides information about the issue of language comprehension in secondary schools, and argues for the need to emphasis the acknowledgement of the need for research on the reading strategy training and its effects on language comprehension among the secondary scholars (Wallace, 1992).
The findings of the study will be instrumental in influencing the approaches to learning English as a foreign language in the education sector. The argument is that the information about the influence of the reading strategy training on the comprehension of English among the secondary school students will inform the stakeholders about the best way to approach the instruction of the language. The research findings, of used, will influence the policies regarding the instruction of English and the approaches that are suited best for the secondary school instruction. The research will not only influence the policies on the instruction of English among the secondary scholars but also the approaches to instruction in terms of the reading training strategies (Saricoban, 2002).
Research Questions
1- How does the reading strategy training influence the reading comprehension of the EFL Secandary learner?
2- Does reading strategy training affect oral of EFL learners?
Limitations of the Study
The current study examines the impact of reading strategy training on developing EFL/ESL secondary school students. This is done in an attempt to find out the extent to which training language learners on effective reading strategies can enhance their reading comprehension outcomes.
The definition of the terms
• Cognitive strategies: involve “… involve the identification, retention, storage, or retrieval of words, phrases, and other elements of the target language” (Cohen, Weaver and Li. 1998, p. 3).
• Metacognitive strategies, on the other hand, “…deal with pre-planning and self-assessment, on-line planning, monitoring and evaluation, as well as post-evaluation of language learning activities” (Cohen, Weaver and Li, 1998, p. 3)
• Social strategies, in this content, deals with the “…actions that learners select for interacting with other learners, a teacher, or with native speakers (e.g., asking questions for clarification, helping a
Chapter 2
Literature Review
Reestablishment of the language and language comprehension in people learning English as a foreign language has been a topic that most researchers have taken a keen interest. This literature review focused on EFL reading strategies and the impact of reading Strategy training on EFL Secondary school learning reading comprehension. The literature review also focused mainly on what other researchers are saying in terms of the impact and strategies of learning EFL.
EFL/ESL Reading Strategy Training
According to Chen (2005) reading is one of the primary skills in learning language, and to understand a text either by a native or a non-native learner, readers have to employ different learning strategies. Jin (2002) and Graham (2006) conducted extensive studies to show how different readers employ a few strategies while some learners employed more reading strategies. Researchers have made a clear distinction between a good reader and a poor reader, and they have also identified the features of both readers. One quality of a good reader is that they know how and which reading strategies to apply and that they have immense command of how and where to apply these strategies. Kachru (2006) indicate that the different readers implement different reading strategies to make sure that their storage acquisition and efficient retrieval of information. Studies by Chiang (1992) and Graham (2006) reveal that a successful L2 reader will keep the meaning of a passage in their mind while they are reading, they reading wide phrases, has positive self-concept and they skip words, which they term as unimportant. However, an unsuccessful reader will lose the meaning of various sentences as soon as they record them, and they read shorter phrases, has a negative self-concept and they rarely skip unimportant words.
Jin (2002) report that ESL students draw their reading strategies from different sources and that they have similar profiles of a competent reader in L1 and L2 reading and that they are aware of the cognitive processes. Results by Graham (2006) establish that ESL students indicate that they use more reading strategies that is congruence with the perception, which an ESL student is likely to use. Graham (2006) also indicate that ESL students employ strategies of prediction, summary and use of prior knowledge and they improve their scores.
Wang (2003) report that systematic direction instruction for the metacognitive strategies is essential in developing the ELT students through the verbal and a loud protocols. The finding of the Wang (2003) study show that the ENL students used the metacognitive and cognitive reading strategies frequently in both the text types. Chiang and Dunkel (1992) report that the ENL students use reading strategies such as sound letter, concentrating on grammatical structures, text details and word meaning. ENL students to be “global” in that they use text gist, background knowledge and textual organization in their perceptions of an effective reading strategy. ENL students implement the transactional strategy instruction, TSI that enhances the transaction between the students, teachers and text. The program instructions are characterized by the reading strategies that include story grammar analysis, thinking aloud, and text structure analysis, and also reading with prior knowledge through making predictions of the texts and relating the questions, content, summary, construction of mental images and clarifying. The ENL students take these instructions in smaller groups and they implement these strategies in their activities because they strategies assist them beyond their literal understanding of texts.
Context Clues
Knowing the meaning of a vocabulary is not enough since one needs a constant reminder on how to apply the words in a conversation. Identifying contextual clues is the appropriate strategy to understand fully the terms (collegeatlas.org, n.p). Knowing the type of words used in a sentence can be advantageous to the learner. For example, categorizing of English words such as articles, which comes before a noun, is an effective strategy for learning EFL. Another way of identifying contextual clues is to learn surrounding words. A word surrounding a term that is unfamiliar provides insight to the meaning of the word. For example, verbs give clues to the meaning of nouns in a sentence.
Pre-Reading Activities
Pre-reading activities are activities that the teacher engages students in, in order to help their comprehension heights during their actual reading process (Drucker, 2003). Teachers can engage their students with some form of familiar activities concerning the book in order to assist the students relate the concept of the book with the reading process. For example, a teacher can use the context of the reading material prior to reading the material to relate a certain situation familiar to the students. This way the students will be able to understand the context of the reading materials more since they can relate the material to something else that they are familiar with.
The relation or familiar context in the reading material and the students surrounding can be in the form of the class experience, cultural background and even something of public interest. Something of public interest can be trending news in the media. Pre-reading activities assist the students to prepare and understand the concepts in the reading materials since they can relate the materials in real life.
Comprehension process in reading can be a very tasking experience for EFL students (Carrell and Eisterhold, 1983). Teachers require being patient with students and understanding their frustrations on a more personal basis in order to assist them to comprehend the reading materials there are involved with in class and other environments. Motivating the students is a key process in the reading process and understanding of the concepts. EFL students require to be motivated by their teachers in order to comprehend the context they do not understand in reading material or in different subjects, which use rather intimidating jargons for EFL students. Engagement is an effective method in the comprehension process. Engaging students in some form of activities assist the students in understanding the concepts in the reading process. Pre-reading activities are also essential to the reading process and assist the students in understanding the contexts in the reading material more comfortably.
Recent Related Studies on Reading Strategy Training
In the past few decades, a great deal of research has been done on the comprehension strategy with a unison agreement that it should be developmental and multi-componential (Almasi, 2003; Pressley, 2000, 2002). Supported by several consistent empirical results, some sophisticated approaches provide solid framework of the comprehension strategy. Palincsar and Brown (1984) advocates reciprocal teaching as one of the effective approach of comprehension. The approach is most appropriate of the EFL students with decoding skills but have difficulties in deducing concepts. Pressley (2002) concurs with reciprocal teaching indicating that it is one of the appropriate and validated approaches in comprehension strategies. The instructional model involves the engagement of the teachers and students in constructing texts for better comprehension of the students.
However, according to Rosenshine and Meister (1994) case study, reciprocal teaching approach the effectiveness of the approach is still not entirely confirmed. The associates case study they indicate that by using the approach one is able to identify different groups of people and their comprehension capability. Rosenshine and Meister (1994) study findings indicate that students who are good at decoding process but poor in the comprehension process benefit more since the approach intervention assist in their comprehension process.
Furthermore, more studies have been conducted on a classroom basis on the effects of reciprocal teaching to EFL learners. Song (1998) discovered that reciprocal teaching assisted the students at Korean University in the understanding of certain texts and interpretation of certain messages. Cotterall (1990) also conducted a study at a pre-University on EFL learners indicating that learners in the reciprocal training had a better comprehension of texts and their background knowledge was activated. Nevertheless, Chen (2005) conducted a study in Taiwanese senior school students on a comprehension strategy similar to Reciprocal teaching and discovered that despite the strategy aiding in the comprehension of different texts and finding answers for different tasks the approach had a shortcoming because the students vocabulary ability did not improve.
In another comprehension strategy known as direct explanation of comprehension strategies it stressed by Roehler and Duffy (1984), on the role of the teacher as an example in students reading comprehension. In this approach the teachers provide knowledge to be used in the reading process, determines when to use the knowledge and the procedure of using the knowledge. According to Duffy et. Al (1988) the growth of a student independence in the learning process indicate how the approach is effective and positive improvement in understanding the concepts in the reading materials.
Pressley et. al (1992) influenced by Roehler and Duffy (1984) approach put forward transactional strategies instruction (TSI). This reading intervention shares the same characteristics as Roehler and Duffy approach that is direct explanation and approaches on how to use the knowledge. However, the TSI approach differs from direct explanation of comprehension strategies on the interpretation between the reader and the texts and the transaction between the group members in their process of finding the meaning together (Pressley, 2006). Moreover, another major difference between the Pressley strategy and other comprehension strategies is its emphasis on the cognitive reading comprehension as well as interpretation strategies of reading. According to Pressley (2002), the TSI strategy helps the student to create a virtual visualization in their mind, creating images to help them with the comprehension process and to internalize their strategic process through group discussions and other group activities.
Anderson (1992) and Brown et al (1996) studies indicates that TSI and reciprocal teaching differ in terms of the long term process of experimental design of teaching TSI approach takes. The associates’ studies indicate how TSI have a strong empirical evidence to validate its application in elementary schools and secondary schools comprehension reading process. Loranger (1997) also conduct a case study on fourth graders to determine the effectiveness of the TSI approach. Loranger case study proved that application of TSI approach to the fourth graders improved their comprehension of different texts and materials. The case study proved that students who were engaged in the experimental groups had a more understanding in terms of reading tasks and discussions than those who participated in the control group discussions.
Wright and Brown (2006) studied the prospective of reading strategy instruction in raising the reader’s awareness, raising their expectations and encouraging students in their reading process. The two associates exploration indicate that reading strategy training can boost a learners confidence in the reading process and help them in more understanding of the concepts and terms applied. Salataci and Akyel (2002) also investigated the effects of the reading instructions using two different languages English and Turkey and discovered that the reading instructions had a positive influence on both language and aided in the comprehension of the English language. However, according to Shang (2010) case study where he investigated the effect of cognitive, metacognitive, compensation strategies on the reading process he discovered that the reading achievements were unrelated to the reading strategies. The study indicated a positive relationship between self-efficacy and the reading strategies but not a direct relationship indicating the reading achievements could have been because of self-efficacy more than the reading achievements.
The use of different strategies has different effects on different levels of readers. Hong-Nam and Leavell (2006) study indicated that intermediate learners used more strategies to the reading process than the beginners and advanced students and those who used the strategies of the reading process advanced in the reading process than those who did not employ the strategies. Yau (2005) study also indicates that proficient readers use more sophisticated strategies that aid their reading process than non-proficient readers. Yau study showed that proficient readers used the strategies of summarizing, inference and synthesis in the reading process and even after their reading process. However, the less proficient group used certain elements such as paraphrasing, repetition and bridging inferences, which are common strategies for less skilled readers. Yaali and Jahromi (2002) study concluded that high- proficient students use more strategies in their reading process than those students who are less proficient in their reading process.
McKeon, Beck, and Blake (2009) study came up with standardized comprehension instructions in which they came up with two strategies appropriate for aiding in the reading process. The three associates’ study concluded that context and strategies instructions mattered in the reading process. Context instructions aided the students in focusing on the text of the reading materials and understanding its concept. Strategies instructions aided the students in understanding the specific aspects that help them understand different contexts in the reading texts. The results attained from the two comprehension instructions served the same purpose. Nevertheless, McKeon, Beck, and Blake (2009) study indicated that those who used context instructions outsmarted those that used strategies instructions. Therefore, the two comprehension instructions aid in the reading process but in different magnitude and understanding.
Khosravi (2000) made efforts of understanding the effects of skimming and scanning on the EFL learners reading rate and comprehension. The two reading strategies are widely used although have different effect on the reading process. According to Khosravi (2000) study, scanning had a positive effect on both reading rate and comprehension while skimming had an effect only on the student reading comprehension. Fotovatian (2009) also conducted an experimental study in the quest of determining reading comprehension using different strategy. Fotovatian used consciousness-raising in meta-cognitive strategy on EFL learners’ comprehension. The result of the study indicated that compared to the control group in Khosravi (2000) study the experimental group in Fotovatian (2009) indicated an essential improvement in the reading comprehension.
Moorman & Ram (1994) indicates that although much has been done on reading for EFL learners, much on the theoretical perception have been neglected. Graesser form of a theory entails language comprehension texts such as linguistics, intentional, causal, spatial, rhetorical, and roles and objects and personalities. However, the theory lacks a point of implementation. Van Dijk and Kintsch (1983) proposed a reading model, but the model fall short due to the model being unable to handle creative writing.
Gabb (2000) poses a sceptical deduction on why the learners of a language face difficulties in the fluency part more than the decoding part. She identifies several shortcomings to this of which some include limitation in the vocabulary and also the lack of background knowledge. Orasanu (1986) indicate that the knowledge an individual brings in a text determines the comprehension of that particular text. The expansion of vocabulary is the main aspect in reading fluency. People require puzzles, word play and expanding the vocabulary using phonics, which assist people in becoming fluent and proficient readers of the English language. Spencer and Hay (1998) indicate that word recognition assist a reader in advancing his/her skills of reading. The associates state that recognising of words though letter recognition and use of other orthographic data is very essential in assisting the reading process.
However, Drucker (2003) that using deep orthographic structures for English language may cause many irregularities in the wordings, which might become a big problem for EFL learners since they will have a hard time understanding the actual meaning of a word. Drucker also indicate that teaching a learner a vocabulary before reading the text cause a cognitive split in understanding the context of test in the reading process. Drucker in his study he concludes that a learner experiences a word 5-6 times before they actually acquire the word in the learning process.
Frey and Williams (2002) research indicates that teaching comprehension strategies has positive effect on the comprehension of the EFL learners. Teaching EFL learners explicitly and directly to this learners improve their efficiency levels and make the learners become better readers of the language. Booth and Swartz (2004) indicate that for students to become independent readers there require adequate instructions on the reading comprehension and process. Comprehension requires thinking and understanding in order for one to master their texts properly and without difficulties in the future. An individual requires interest in that particular text in order to achieve the comprehension of the text completely (Booth and Swartz, 2004).
Parera (2006) and Abraham & Vann (1987), advocates for think-aloud-approach in reading comprehension. The associates indicate that for EFL learners to fully understand the language they require to verbalize their thoughts in the cognitive process in order to probe their reading process. Feng and Mokhtari (1998) indicate that for learners to text their level of proficiency or the level of understanding in the learning process they require to use the think-aloud-approach. However, according to Smith (2006), think-aloud-approach can also be used in class as an instructional strategy aiding the readers of the language to construct meaningful texts. During the process of this approach most readers verbalise their thoughts on what they are reading.
Walker (2005) indicates that the approach is appropriate for both English natives and non-natives of English who are interested in learning the English language. The approach is however more effective and helpful in the comprehension process for struggling readers of English language that is EFL learners who are less proficient. Smith (2006) in addition to the approach, he also developed his own model like think-aloud-approach called think-aloud-mysteries, which aid the learners of the English language with their proficiency and comprehension problems. Walker (2005) in his study performed a self-evaluation test to the effectiveness of the think-aloud-approach. In his study he concluded that the approach was most effective for middle class students who have long reading process especially during the summer.
The think-aloud-approach is not a practical research tool for researchers to test the proficiency of readers but it is also an instructional strategy that is effective in the reading process for EFL learners (Migyanka et al., 2006). However, the approach has its shortcomings like Caldwell and Leslie (2003) indicate that most researchers in the approach determined its effectiveness by measuring test-difficulties and think-aloud. Caldwell and Leslie (2003) indicate that the effectiveness of the comprehension of the reading process may not entirely be determined by the approach itself but it might be determined by other variables.
Chapter 3
Methodology

Studies by Hedge (2000) incorporated nineteen classrooms in three different schools whereby they were randomly assigned to control conditions or self-explanation reading training, SERT. The research provided the participants with self-explanatory texts and they used five reading strategies. Hedge (2000) placed the control classroom to simple read the similar science text that was implemented in the SERT training. The study then assessed the comprehension using a science passage that was obtained from a high school science textbook. The research formatted two questions that could be used to evaluate the understanding of the students, and they included open-ended and multiple choice questions. For the question format, the research used both bridging-inference and text-based questions to establish the different levels of the students’ comprehension of the provided passages.
Grentell (1999) used 108 sophomores students that majored in English from one of the major high schools in Taiwan. The participants were given demographic questionnaires to gather information concerning the background of the study. This was similar to previous researches that were conducted by Brown (2001), Carrel (1983), and Anderson (2002). The results from the submitted questionnaires showed that the study subjects ranged from ages thirteen to eighteen years old. The study revealed that the subjects exhibited formal instructions in English for approximately four years before they conducted the study.
Research by Almasi (2003) and Brown et al., (1996) designed an English reading strategy and offered to one hundred and ten high school students (83 females and 27 male students) from Taiwan High School. The participants in this study ranged from ages thirteen and seventeen and they were presented with demographic questionnaires to collect relevant information on the background of the participants. The results from the demographic questionnaires revealed that the participants in the study had experienced various formal instructions in English for approximately four years by the time they were studying at the school. The study showed that eighty-four percent of the participants in the study performed different practices so that they could improve their English. This study was also conducted by Alyousef (2005) and Aebersold and Field (1997), and they affirmed that the participants engaged in different activities of improving their English proficiency such as listening to radio programs, English songs, watching American films, CNN news and reading English newspapers and magazines.
Study Limitation
Although Secondary data helped the researcher understand the condition or status of a group, but compared to primary data they are imperfect reflections of reality. Without proper interpretation and analysis they do not help one understand why something is happening.
The researcher would have become overwhelmed by the volume of secondary data available, if selectivity was not exercised. It was difficult to determine the quality of some of the data in question. Sources conflicted with each other. Because secondary data used was usually not collected for the same purpose as the original researcher had, the goals and purposes of the original researcher potentially biased the study.
Because the data were collected by other researchers, and they decide what to collect and what to omit, all of the information desired was not available. Secondary data did not reveal individual or group values, beliefs, or reasons that may be underlying current trends.

Chapter 4
Discussion

Critical Analysis of the Previous Studies
The findings and analysis of this study were based on the literature review, which strive to answer the research questions of the study. The research is based on EFL Secondary school learners reading comprehension strategies and the impact of reading Strategy training on EFL Secondary school learning reading comprehension. The literature review has given an extensive material on the comprehension reading strategies.
Alyousef (2005) recommends that comprehension of reading strategies entails two major strategies, which are motivation and engagement. Carrell and Eisterhold (1983) also advocates for Language Experience Approach, which was proposed by Gigg 1981 as an effective comprehension strategy in the engagement process that aid in comprehension of vocabulary. However, Carrell and Eisterhold (1983) advocates that the strategy is most effective in cases of new learners but not consistent EFL learners.
Almasi, 2003; Pressley, (2000, 2002) among other researchers agrees that the comprehension strategies in reading foe EFL students should be both developmental and multi-componential. The researchers Palincsar and Brown (1984) advocates Reciprocal Teaching as one of the effective approach of comprehension. Pressley (2002) concurs with reciprocal teaching indicating that it is one of the validated strategies of comprehension, which help students in deducing and understanding concepts while reading. However, researchers Rosenshine and Meister (1994) indicate that the effectiveness of the approach is still not entirely confirmed.
Roehler and Duffy (1984) advocates for direct explanation of comprehension strategies as comprehension strategy that uses knowledge. Duffy et. Al (1988) indicates that the growth of student independence in reading English shows how this strategy is effective. Pressley et. al (1992) put forwards transactional strategies instruction (TSI) strategy influenced by Roehler and Duffy approach. However, according to Pressley (2006), the interpretation between the reader and the texts and the transaction between the group members in their process of finding the meaning together in the two approaches differ. Anderson (1992) and Brown et al (1996) also indicates that the two approaches differ since TSI requires long experimental design which makes it a more reliable approach since in the study case study at the university the experimental group had more appealing results than the control group.
Researchers Wright and Brown (2006) indicate that reading strategy training can boost a learner’s confidence in the reading process and help them in more understanding of the concepts and terms applied. Salataci and Akyel (2002) concur with the two researchers indicating that reading strategy training aid in the comprehension of the English language. But researcher Shang (2010) study indicates that the reading effectiveness is not related to reading strategies but it is related to self-efficacy.
Hong-Nam and Leavell (2006) and Yau (2005) Indicates that the level of achievement in the reading process depends with a student proficiency since the high proficiency students uses sophisticated strategies and vocabularies in their reading process. Nevertheless, Yaali and Jahromi (2002) indicate that the less proficient group used certain elements such as paraphrasing, repetition and bridging inferences, which are common strategies for less skilled readers.

Chapter Five
Conclusion and Recommendations
Conclusion
The findings of the study shows that teaching comprehension strategies to EFL learners is very effective in the process of comprehension of reading texts and improving proficiency of the learners. The study has aligned different approaches and how they are applied and aid in the reading process. Despite most strategies being beneficial and effective in the reading process for EFL learners the finding shows that most of the approaches have some shortcomings.
The approaches used in the reading process shows that the approaches are determined by certain variables to determine their effectiveness. The study indicates that the reading strategies applied enabled the students to improve their knowledge on the usage of the strategies while reading but did not entirely improve their reading performance automatically. However, the findings of this study offer several institutional implications for teaching comprehension to EFL learners.
Consciousness-raising for learners is very important according to the study and assists the students to improve in the comprehension of texts in their reading process. Therefore, teachers during their instructional strategies they should improve and be concerned with process that contributes to consciousness-raising of the students. Students who are fully conscious according to the study understand more and comprehend texts more than students who are sub-consciously absent.
Readers with different and various reading abilities benefit more from reading strategies and they are able to monitor their comprehension process using the strategies. Understanding of the strategies can apply to all students but in different magnitude depending on the capability of the students. High-proficiency students tend to comprehend text more than students how have low-proficiency. Those with low-proficiency uses comprehension strategies that is weak such as repetition, summarizing, and low inferences while those with high-proficiency uses sophisticated comprehension strategies such as paraphrasing, and high inferences.
For better reading implications, a constant, prolonged, and regular reading strategy is required to improve the comprehension of reading. A long-term engagement from both teachers of EFL and students is required to make the comprehension process of reading texts become effective. When the EFL teachers consider the long-term process, they should also consider the implication of a delayed strategy in the reading process. A strategy that has been introduced and then recalled and experience some delays before it is applied again may affect the students reading capacity due to lack of uniformity. However, teachers should coach the students to use the strategies on their own and the work of the teachers should be to introduce the instructional strategies.
Moreover, the study indicates that the reading process for EFL students is gradual and developmental. Therefore, the teachers require applying longitudinal processes of learning and instructional strategies to the students. It takes patience and some time to train students to become strategic. EFL learners require shifting on their reading strategies in order to improve their proficiency levels and comprehension levels. The shifting process does not occur overnight and its take a process and time. Therefore, teachers require time to convince the students to shift their reading strategies to the recommended ones that will assist their comprehension processes and improving their level and understanding of vocabularies.
Collaborative comprehension strategies according to the study are the most advocated strategies for teaching reading comprehension for EFL learners. Teachers and students require collaborating in order to assist the students to comprehend the reading strategies applied by the teachers. Group work in the collaborative comprehension strategies is an essential strategy for EFL learners according to the findings of the study. Most strategies advocated in the study recommend group work and instructional strategies for effective comprehension of reading texts.
Recommendations
Introducing the strategies to the students is not enough and it does not contribute to positive impact of the reading process and comprehension. Instructional strategies are required to shape and improve the reading of the learners. Teachers need to give the student guidance in order to improve their reading strategies. They also need to offer instructions for the students to follow in their learning process. Both the students for EFL learners play a big part in the comprehension of the reading texts and it require the other to effectively achieve the comprehension of texts and the reading process.
Teaching of comprehension of reading strategies plays a significant impact in improving the comprehension of the English language for the EFL learners. The strategies aid in the improvement of the proficiency for of the students. By applying the strategies, students are able to improve their proficiency in terms of the usage of the vocabulary and the context of the reading materials. Understanding the context is the important factor that enables the students to improve their reading comprehension of the text. The strategies aid the students improve their understanding as well as their proficiency.
Last but not least, research based approaches and instructions regarding effective teaching methods of reading comprehension need to be provided in order for students to improve their reading comprehension. Students should be taught and reminded often on ways to coordinate and synthesize usage of various strategies and good reading strategies that involve appropriate teaching materials such as various genres of reading materials and texts.
Given the above findings and limitations of this research, further research is necessary and highly recommended which should cover the following areas which were not considered under this particular research. Specifically, more independent variables are needed in any future research including but not limited to:
Language proficiency: this independent variable is meant to establish the relationship between reading strategies and reading ability which from the analysis o the other studies none has considered this particular variable.
Passage difficulty: this variable should be considered with regard to reading of textbooks, motivation, and socioeconomic status of secondary students. This should be undertaken in order to investigate if those other variables contribute to the prediction model.
Sample enlargement: it was discovered that all the previous studies concentrated so much on the public schools at the expense of private schools and bilingual schools. This kind of approach makes the question of generalization and more information made available a bit difficulty.
Extension to universities: Most of the previous studies did not extent this to universities. If this is done in the future studies, then the correlation between the reading strategies at the universities if they are the similar to those applied at the universities.
Mixed method study: This research concentrated only on the qualitative research in disregard of quantitative research. Based on this future studies should consider both methods of research in order to come up with a more reliable and informative results.

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