Literature review

While-Reading Strategies
During reading, it is important for the reader to give his utmost attention to the reading assignment. The reader should also continuously check his own understanding of the material being read (Chamot et al., 1999). When the reader realizes that he is unable to comprehend what he is reading or faces an obstacle in comprehension, it may be necessary to adopt a strategy which would help gain understanding. One such strategy is re-reading the material (Grabe & Stoller, 2002).
Another strategy a reader can adopt during reading is to use semantic, syntactic and graphophonic cues to find the meaning of unfamiliar words (Wallace, 1992). By gaining understanding of key words from the reading material, the context becomes clear and in the process helps the reader grasp the meaning of the material being read (Aebersold & Field, 1997). Asking relevant questions to himself during reading is another strategy that a reader can adopt. By asking questions while reading, the reader’s mind can stay focused and he makes his reading a useful activity.
Synthesizing relevant information from a given text while reading is another strategic tool readers can adopt (Aebersold & Field, 1997). Readers can benefit from reading by reflecting on what has been read and also by integrating new information with existing knowledge (Urquhart & Weir, 1998). These reading strategies also assist in recalling materials read.
Post-Reading Strategies
If the reader sets himself a reading purpose or goal, the post-reading phase is the time to assess whether the goal was achieved or not (Paris et al., 1991). It is also the time to evaluate if understanding was gained from the reading done. If the set goal was achieved and understanding gained, the post-reading period is the time to summarize major ideas discovered (Aebersold & Field, 1997; Urquhart & Weir, 1998). Summarizing ideas makes them easier to recall later. Another post-reading strategy the reader must employ is to distinguish the relevant ideas from irrelevant ones (Brown & Day, 1983 as cited in Paris et al., 1991; Grellet, 1981). The former must be developed, whereas the latter should be abandoned. This post-reading activity period also offers an opportunity for the readers to reflect upon what they have read.