Conceptual Framework

Interactive model reading theory

Regarding interactive reading, this approach becomes an effective intervention

for teaching courses by means of three methods: the bottom-up approach, the top-down

approach and reader and text interaction. More importantly, these interactive reading

approaches can be integrated with background knowledge or schema. (Grabe, 1991)

According to De Debat (2006), the interactive model acknowledges that lower level

processing skills are essential for fluent and accurate reading; it also emphasizes that

as bottom-up processing becomes more automatic, higher-level skills will become more

engaged. In spite of the fact that the field of teaching of reading today is strongly

influenced by top-down processing perspectives, efficient and effective reading involves

both processes interacting simultaneously.

Reading Difficulties Relationship to Reading skills

Hirano (2015) reported that students felt greater challenge when reading

academic text in English. Reading in college is different from reading in the earlier years

of education where students are often assigned to read various English reading sources

such as textbooks and journal articles. Students motivation and refuses to engage in to

further reading causes students’ reading difficulties. Underlining difficulties of students

in reading were revealed by the study of (Shen, 2013) that students have difficulties in

understanding vocabularies and mentioned the need of lecturer’s assistance in

vocabularies and difficult terminologies.

 Students mentioned the same frustration in terms of vocabularies

comprehension. Another difficulty found out that students experience difficulty in reading

long academic texts.(Sultana, 2016) In the study conducted by Phakiti, (2011) it was

found out that students encountered problems in synthesizing information and

producing academic pieces of writing.

Reading skill is a cognitive ability which person is able to use when interacting

with the written text. (Bojovic, 2010 as cited by Rahmawati, 2019) In other word, reading

skills is the ability of reader in reading activities like able to determine main idea,

interpret meaning, active the prior knowledge or experience from reader and also can

summarize based on text was read.

Reading skills are abilities that pertain to a person’s capacity to read,

comprehend, interpret and decode written language and texts. It also encompasses

several key aspects that work together to develop overall literary skills including

comprehension, fluency, vocabulary and strategies that help readers interpret and find

meaning in texts. (Herrity, 2023)

Dissanayake (2017) stated that reading skill is the fundamental to understanding

a language. This skills are learned at the earlier ages that starts with phonetic sounds to

make it easier to understand the concepts of building words. As one grows older the

next level comes into action with other parts of language being taught and wider

understanding of the language and word formations.

Readings skills are important for students to learn because they need these skills

to be a good critical readers. Reading difficulty and reading skills are complex and

multifaceted. Reading difficulty can be influenced by several factors and reading skills
can both contribute to and alleviate these difficulties. Reading skills are the building

blocks of proficient reading, and reading difficulties can result from deficits in these

skills. These two matters highlights the importance of effective literacy education and

support for those who need it.

Reading skills relationship to teachers’ teaching strategies in reading

According to Plessis (2023) reading skills are mental skills that allow person to

decode, read, comprehend and interpret the written word. One need to activate prior

knowledge first before reading a text to be able to understand to the written text which

enabling to interpret it.

Tefera (2017) stated that reading skills refers to the ability to understand written

text. When students comprehend or understand written text and combine their

understanding with prior knowledge which they are bale to perform reading

comprehension skills.

Reading skills is the ability of an individual to read, comprehend and interpret

written words on a page of an article or any reading material. The possession of a good

reading skill will enable the individual to assimilate a written work within a short period

while reading. (Mercy, 2017)

Diloy (2017) stated that reading skills includes fluency, decoding and vocabulary

development because these are needed to comprehend written materials. With these

skills, readers become lifelong readers who think critically, understand deeply the

message of the written text. Reading skills are vital to function well in the society.

Without these skills, an individual performs less in his/her functions.

 Slavin (2001) as cited by Sofyan (2020) has noted that effective instruction is not

simple matter of one person with more knowledge transmitting to another. Therefore,

successful teachers who teach reading realize that reading can be taught by using a

variety of strategies. The teaching must be modified by the teachers depending on the

students’ needs. In other word, teaching strategies in reading is anchored on meeting

the needs of learners in learning reading.

In teaching reading, a teacher may use many different strategies. In order to use

any instructional technique effectively, anyone who teaches must understand the

principles and assumptions upon which each specific technique is based. There is

certainly no shortage of descriptions or labels for activities that may be classified as

pertaining to instruction. (Sofyan, 2020)

Teaching strategies is education strategy can be defined as a plan method, or

series of activities designed to educational achieves a particular goal. The teacher have

to applied the strategy to balance between the method which the teacher’s used and the

way of the teacher’s used to applied the material (Aswan, 2010 as cited by

Nurdianingsih, 2021) In terms of teaching reading, teachers must choose the effective

teaching strategy that would sought to the learners needs to be able to develop their

skills in reading.

According to experts I the field of education and literacy, there are some effective

teaching strategies for critical reading. These are reciprocal teaching where students

take turns assuming the role of the teacher, summarizing, questioning, clarifying and

predicting; Socratic seminar where students can ask open-ended questions and

explore multiple perspective; textual analysis where it guides students through the
process of analyzing the author’s purpose, audience, tone and use of rhetorical devices;

annotation techniques where it teaches effective annotation methods including

highlighting, underlining and note-taking to mark important points and ideas;

comparative analysis where engage students in comparing and contrasting multiple

sources on a given topic to develop a deeper understanding. (Musk, 2021)

In order for the teachers to produce critical readers, they must expose the

students to reading skills, reading strategies and meta-cognitive skills and strategies

when they teach in schools. These skills and strategies should be given emphasis when

teaching reading in schools in order for us to help students develop critical reading

skills. Reading skills and teaching strategies in reading is crucial for effective education.

Teaching strategies play a significant role in developing and enhancing students’

reading skills. Thus, reading skills and teaching strategies are dynamic and should be

responsive to the evolving needs of learners at different stages for their development. It

is important for educators to be flexible and adaptable in their approach to teaching

reading. Effective employment of teaching strategies would help the to motivate and

improve their reading skills.