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This study aims to investigate the efficacy of using intensive reading strategies in improving reading comprehension in the EFL classroom. Because of the children's poor reading comprehension, classroom exercises are devised. It is a quantitative research method with a quasi-experimental design. A survey is administered to two groups of students to assess their reading comprehension assessments. Following that, both the control and experimental groups complete a pre-test. The experimental group then participated in a classroom intervention that focused on using intensive reading tactics to increase their reading comprehension. The target population is then given a post-test, and the findings were children examined to assess the improvement in students' reading comprehension before and after treatment. It is determined that intensive reading tactics are beneficial in boosting reading comprehension; thus, they should be used to assist students in their English language learning journey.

The Low Vision Reading Comprehension Assessment (LVRCA) uses an 18-sentence cloze format in two equivalent forms to measure understanding of print reading by persons with macular degeneration. It requires nine minutes to administer and thus can be used in clinical settings. This article describes its development and a study of the reliability and validity of the LVRCA tested on 50 persons with macular degeneration.

The paper presents a research conducted with the aim of assessing student achievement in reading and comprehension of the reading text by teachers and researchers. Such assessments contribute to a better understanding of the reading process and the types of assignments used in comprehension tests. The study involved 200 students, one hundred in each of the control and experimental groups, who were equals of gender, reading and writing achievement results and parents' educational structure for better assessment,. The results of comprehension tests show a positive effect on student achievement after the involving the experimental procedure. Quantitative analysis has found a high correlation of the evaluation criteria with the subjects of the experimental group and the examiners against with the subjects of the control group.

Despite the many efforts given by the academe, reading comprehension still one of the most challenging language skills among many learners. Anchor on Cooperative Learn-ing Theory, this qualitative-phenomenological study aimed to determine how the jig-saw reading technique helped the college students improve their reading comprehen-sion, vocabulary words and knowledge of context clues, recalling of prior knowledge, sharing correct information, asking relevant questions, and organizing and summariz-ing ideas. The participants were purposively chosen. Focus Groups Discussion (FGD) was used to obtain information from 20 participants. Thematic analysis presented nine themes with varying frequency of responses and core ideas. It was also found that jigsaw technique had in influenced improving not only the students' reading compre-hension but also their interpersonal, motivational, critical thinking skills; more so their sense of accountability. However, it was noted that time was as essential element in reading comprehension. It implicates that employment of any reading approach or strategy must always take into account some essential factors; students' needs, teach-er's role, students' progress, and learning environment. Thus, reading teachers should possess compassion and patience to the learners.

A universal agreement among scholars is that reading is one of the most difficult skills to develop a high level of proficiency for foreign language learners. A
vast amount of research within the field of foreign language has indicated that reading
comp- rehension is an interactive, constructive, meaning-making process, also entails the
use of certain skills, and specific components. In that sense, the concept of metacognition
is a valuable and a critical tool in reading comprehension skill. Because, both experimental
and descriptive studies claimed that metacognitive strategies play an outstanding role in
enhancing comprehension in reading. Therefore, the use of metacognitive strategies in
the reading process has been considerably supported as a remarkable aid for its positive
effects of employing in reading process. With the ever-growing significance of metacognitive strategies, this review study mainly aims to indicate the necessity of teaching metacognitive strategies to the students and shed light on metacognitive strategy use in reading skill in English as a foreign language (EFL). Namely, this paper attempts to explore the necessities of using metacognitive strategies and their functions through the reading comprehension literature. Furthermore, the views of prominent scholars about the
use of metacognitive strategies and the raising of metacognitive awareness in reading
comprehension skill are elobarated from different perspectives. To this end, the current
study is framed around to provide a deep and clear understanding about close relationship between reading and reading comprehension process, and then certain different
definitions and the functions of metacognitive strategies in reading are presented. Afterwards, diverse taxonomies of metacognitive strategies in literature are explored. Additionally, the relation between metacognitive strategies and reading comprehension in
EFL classrooms is deeply explained. Finally, alternative effective metacognitive reading
strategies and strategy-based models are represented to promote the employment of metacognitive stategies among EFL readers.

The Indonesian government has determined that English is a compulsory subject in junior high schools, senior high schools, and universities. English in junior high school includes four mandatory skills: listening, reading, speaking, and writing. In the teaching process, teachers are expected to be perfect. The teacher must be "perfect"; it means they have to be active, creative, innovative, interesting, and achievers so that students can focus on the lessons in class. However, most students have difficulty learning English, especially reading or understanding texts. This research was conducted with the aim of describing the Teacher's Perspective in Teaching Reading Comprehension Using a Reciprocal Strategy. This research was conducted at SMPN 1 Jabon using qualitative methods, data obtained from interviews and observations. The subject in this study is an English teacher at SMPN 1 Jabon. The results of this study indicate that mastery of good learning strategies is an important component of education in supporting the professional duties of teachers as educators. Teachers use reciprocal teaching as a strategy in their learning. Reciprocal strategies can improve students' reading comprehension because students know the essence of what they read globally. In addition, the teacher can also assist students in understanding the meaning contained in the reading text material that has been explained during the reading class.

This research was supported by a grant from the Ministry of Science and Innovation, Government of Spain, under the project "Cognition and Education" (COEDUCA)(CONSOLIDER Ingenio 2010 CSD2008-00048), and grants PSI2017-84556-P and PSI2015-65656-P, funded by MCIN/AEI/10.13039/501100011033 and by "ERDF A way of making Europe". This research has also been partially funded by grants PGC2018-097145-B-I00 and RED2018-102615-608 T from the Spanish Government and H2019/HUM-5705 from the Comunidad de Madrid, Spain. ; Research on reading comprehension in immigrant students is heterogeneous and conflicting. Differences in socioeconomic status and cultural origins are very likely confounds in determining whether differences to native pupils can be attributed to immigrant status. We collected data on 312 Spanish students of Native, of Hispanic origin–therefore with the same family language as native students- and Non-Hispanic origin, while controlling for socioeconomic status, non-verbal reasoning and school membership. We measured reading comprehension, knowledge of syntax, sentence comprehension monitoring, and vocabulary. Differences among groups appeared only in vocabulary and syntax (with poorer performance in the non-Hispanic group), with no differences in reading comprehension. However, regression analyses showed that most of the variability in reading comprehension was predicted by age, socioeconomic status, non-verbal reasoning, and comprehension monitoring. Group membership did not significantly contribute to explain reading comprehension variability. The present study supports the idea that socioeconomically disadvantaged students, both native and immigrants from diverse cultural backgrounds, irrespective of the language of origin, are probably equally at risk of poor reading comprehension. ; Ministry of Science and Innovation, Government of Spain (COEDUCA)(CONSOLIDER Ingenio 2010 CSD2008-00048) ; PSI2017-84556-P and PSI2015-65656-P, funded by MCIN/AEI/10.13039/501100011033 and by "ERDF A way of making Europe" ; PGC2018-097145-B-I00 and RED2018-102615-608 T from the Spanish Government ; H2019/HUM-5705 from the Comunidad de Madrid, Spain