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4. Fluency Development
a. Learners should be helped and pushed to develop fluency in reading.

They need to read material that is very familiar and contains no
unknown language features. There should also be speed reading

practice in word recognition and in reading for understanding. These

can include activities like speed reading, repeated reading, paired
reading, scanning, and skimming.

b. Learners should enjoy reading and feel motivated to read. Native-
speaking children like to read scary books, comics and cartoons, books

about sports and magazines about popular culture (Worthy, Moorman

and Turner, 1999). These are not usually found at school.
c. Learners should read a lot. This can be monitored and encouraged

through the use of extensive reading and issue logs.
A well-thought out reading course can be the core of the language

program as it can give rise to activities in the other skills of listening,

speaking, and writing, and can provide the opportunity for a useful, deliberate
focus on language features. It can quickly become an effective means of

showing that language learning can be successful and enjoyable. The four
strands of meaning-focused input, meaning-focused output, language focused

learning, and fluency development are discussed at length in Chapter 1 of the
companion volume to this book, Teaching ESL/EFL Listening and Speaking

(Nation and Newton, 2009).

H. The Effects of Metacognitive Reading Strategies: Pedagogical

Implications for EFL/ESL Teachers
a. Metacognitive Reading Strategies

Strategies specific to reading can be classified in the following

three clusters of metacognitions: planning, monitoring, and evaluating
strategies (Israel, 2007; Pressley & Afflerbach, 1995). Planning

strategies are used before reading; activating learners’ background
knowledge to get prepared for reading is an example of planning

strategies (Almasi, 2003; Israel, 2007). Also, previewing a title, picture,

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