From strategic to engaged reading: Some reflections on the evolution of strategy-oriented reading instruction

Abstract

The presence of strategy training elements in FL/L2 reading instruction has long been acknowledged. The nature of strategic reading and the effectiveness of strategy-oriented teaching have been the focus of many research reports and theoretical discussions. Although considerable attention was paid to the complexity of strategic reading and learning strategies, not enough consideration was devoted to the impact that theoretical perspectives exerted on the content and form of this kind of reading instruction. To fill this gap, the paper offers an overview of selected teaching models and techniques rooted in cognitive psychology and sociocultural perspectives. Drawing on the recent developments in reading education, the author of the article suggests that a traditional concept of “strategic reading” be extended and presents the advantages of developing engaged reading. The article winds up with some recommendations concerning teaching and researching reading.