A Critical Analysis of Reading Comprehension Tactics: Theoretical and Educational Implications

Abstract

The review paper addresses classroom and non-classroom reading comprehension strategies and their theoretical foundations. Reading techniques include critical analysis and reflection on text structure and content to expand vocabulary and help readers integrate new material with their past knowledge. Secondary sources were used to collect data such as books, journals, facts, reports, publications, and research papers. The study uses four primary reading strategies: core diversified tactics, cognitive techniques, socialist-affective tactics, and metacognitive ways to emphasise the learner instructional value. The study results focused on reading strategies that teachers and students’ value, which ones they ignore, and how educational directives and assessment influence these approaches to create collaborative and revolutionary teaching and learning. The findings of the research demonstrated that each of these techniques is provided owing to the fact that they all make use of orthographic identification and cognitive patterns to enhance memory and retention in order to connect new information with previously acquired knowledge in order to accomplish conceptual transformation.