Abstract

In this paper, I will discuss briefly the tenets of reading comprehension, the cognitive tasks involved in reading as well as the various activities teachers use in teaching reading comprehension. Current research believes that lack of automaticity in "lower-level processing" (i.e. automatic lexical access through bottom-up process) leads to poor-skilled reading. Consequently, most current versions of interactive approaches to reading have taken a strong bottom-up orientation to the processing of lower-level linguistic structure through extensive research of eye movement. Researchers believe that "most words are recognized before higher-level (non-automatic) context information can be used to influence lexical access."