THE IMPACT OF PRE-READING STRATEGIES ON STUDENTS’ READING COMPREHENSION
Abstract
Pre-reading strategies have been widely recognized as an essential component of effective reading instruction, particularly for learners who struggle with text comprehension or read in a second language. This article examines the influence of pre-reading strategies—such as schema activation, prediction, vocabulary preview, brainstorming, and guided questioning—on students’ reading comprehension. Drawing on established theories, including schema theory, metacognition, and interactive models of reading, as well as empirical findings from Graves and Liang (2008), Carrell and Eisterhold (1983), and Zhang (2010), the article evaluates how pre-reading stages prepare learners for deeper engagement with texts. Analysis indicates that pre-reading strategies enhance comprehension by activating relevant background knowledge, reducing cognitive load, promoting metacognitive awareness, and building motivation. Studies in both first and second language contexts confirm their effectiveness across age groups and proficiency levels. The article concludes by emphasizing the pedagogical importance of structured pre-reading tasks and offers implications for classroom practice, particularly for EFL and ESL settings.
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