Abstract
The present study aimed to investigate the fundamental element of reading instruction. Teaching reading presents a significant difficulty in educational institutions across Afghanistan. Educators instruct reading solely for accuracy and fluency; yet, it ought to be taught for various objectives by diverse methodologies. This study uses qualitative research to gather data through non-structured interviews, aiming for an in-depth knowledge of the subject. Ten teachers were selected intentionally. Five were educators from various schools, and five were instructors from Kabul Education University specializing in reading instruction. The findings suggest that reading instructors must understand various objectives, including skimming, scanning, identifying the main idea, grasping the general concept, and enhancing vocabulary, as well as strategies such as topic identification, adopting the author's perspective, reading for enjoyment, and encouraging student summarization to fulfill the aims of reading instruction. Comprehending these objectives and methodologies enhances instruction and education.
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