Reading Strategies: To Teach or Not to Teach?
Willy A Renandya, 28 March 2025
For years, second language (L2) reading instruction has been heavily influenced by research on reading strategies. Techniques such as skimming, scanning, predicting, and activating prior knowledge have become the cornerstone of many L2 reading lessons. However, while these strategies can support comprehension, an overemphasis on them may not be the most effective approach. This is especially so for learners who have yet to develop strong linguistic proficiency. For this group of learners, a text-based approach, particularly extensive reading (ER), may be more beneficial in fostering reading development.
The Role of Reading Strategies
There is no doubt that teaching reading strategies can enhance students’ comprehension. Research suggests that techniques like making predictions, summarizing key points, and monitoring comprehension can be useful tools. However, the effectiveness of strategy instruction is not always consistent.
Some studies show positive results, while others indicate only marginal improvements. More importantly, proficient readers do not succeed merely because they employ a greater number of strategies; rather, it is their higher linguistic proficiency allows them to apply strategies more effectively.
This suggests that for lower-proficiency learners, strategy instruction alone may be of limited use. My view is that they would first need to develop overall language proficiency. Once they have reached a working level of proficiency (somewhere in the B1+ or B2), they can better utilize reading strategies to enhance their text comprehension. This is a point that will be further elaborated on in the section below.
The Transfer Hypothesis: Language or Reading Problem?
A central question in L2 reading research is whether reading difficulties stem primarily from a lack of reading strategies or from insufficient linguistic proficiency. If L2 reading is primarily a reading problem, then strategy instruction should be the main focus. However, if it is primarily a language problem, then the priority should be on developing students’ language proficiency rather than teaching them reading strategies.
Research suggests that while L1 reading skills can transfer to L2 reading, this transfer is only effective once learners reach a certain threshold of linguistic proficiency. Many L2 learners struggle with reading not because they lack strategic awareness, but because they are still grappling with vocabulary and grammar. This makes it difficult for them to apply strategies effectively. Instead of extensive strategy training, a more productive use of classroom time may be helping students build linguistic competence through extensive exposure to compelling and comprehensible texts.
Extensive Reading: A More Effective Approach
One of the most widely supported methods for improving linguistic competence is Extensive Reading (ER). ER emphasizes exposure to large amounts of text at an appropriate level of difficulty. It is grounded in Krashen’s comprehensible input theory, which states that language acquisition occurs when learners understand messages that are at or slightly above their current level.
ER has been shown to provide numerous benefits. It increases reading fluency by helping students recognize words more quickly, allowing them to read in meaningful chunks rather than word by word. It improves grammar and vocabulary as repeated exposure to grammatical structures and vocabulary in context leads to deeper understanding and better retention.
It can enhance content knowledge by exposing students to a wide range of topics, increasing their background knowledge and making it easier for them to comprehend new texts. It can also boosts confidence and motivation since students who read texts that match their proficiency level experience success, which fosters a positive attitude toward reading.
Furthermore, ER promotes lifelong reading habits, as students who engage in extensive reading are more likely to continue reading independently, reinforcing their language learning outside the classroom.
Classroom Illustrations: Making ER Work
To illustrate how ER can be effectively implemented, consider the following classroom scenarios.
In a high school EFL classroom, Mrs. Chen starts each lesson with a silent reading session. She provides students with graded readers at (or even slightly below) their proficiency level and lets them select their books. After reading, students engage in informal discussions about their books, encouraging peer recommendations and fostering a reading community.
In a middle school classroom, Mr. Ahmed introduces ER by allowing each student to choose a high interest but highly readable book. Once a week, students share new words they have learned from their readings. Over time, they create a class word wall with definitions and example sentences, making vocabulary acquisition engaging and interactive.
In a university setting, Dr. Lopez incorporates ER by setting a monthly reading goal. She allows students to choose books or online articles related to their interests. They maintain reading journals where they reflect on their learning and discuss themes with classmates in group discussions.
Challenges in Implementing Extensive Reading
Despite its well-documented benefits, ER is still not widely implemented in many L2 classrooms. Several challenges hinder its adoption. Many schools lack funding for a library of graded readers or access to online materials.
Unlike traditional instruction, ER takes time to yield noticeable improvements, making it difficult to justify in contexts where immediate results are expected. Silent reading sessions may not be seen as “real teaching,” leading to resistance from teachers and administrators. Since ER emphasizes enjoyment over formal testing, tracking students’ reading habits and ensuring accountability can be challenging.
Making Extensive Reading Work in Your Classroom
Despite these challenges, ER can be successfully integrated into L2 instruction with careful planning. Teachers can start small by dedicating a few minutes of class time to silent reading and gradually increasing the duration as students develop reading stamina. They can utilize free online reading materials and encourage students to borrow books from public libraries.
Modeling reading behavior by participating in ER alongside students reinforces the value of reading. Creating a supportive environment where students choose their own reading materials and are not tested on comprehension for every book they read can also enhance engagement. In addition, tracking progress informally through reading logs or peer book recommendations helps maintain accountability and motivation.
Conclusion
While reading strategies have their place in L2 instruction, they should not overshadow the importance of actual reading practice. Extensive reading provides the necessary linguistic exposure for students to become fluent and confident readers. By shifting the focus from strategy instruction to meaningful engagement with texts, teachers can help students develop a lifelong love for reading—one of the most powerful tools for language acquisition.
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