reader predicts the meanings of words and uses a dictionary only to translate key words essential for the general meaning of the text. This sub skill supports to get
the sense of the language. While intensive reading deals with shorter texts, extensive reading is generally related with reading large amounts of material.
Until, however, students read in quantity only, they will not become fluent readers. Extensive reading inspired by Krashens Input Hypothesis, has been
readopted in various EFL schools and universities since students are asked to read independently using available material online or at their reach Hedge, 2003. As
stated by Hedge, extensive reading differs according to stude nts‘ motivation and
school resources. Then, the teacher has to find the appropriate material to meet the students‘ needs. Extensive reading is an individual activity that can be not only in
class but also at home. It helps students to find their way to be independent. Learners can be allowed to select their own reading materials according to their
interests and level of language they have. Hedge 2003 describes the advantages of extensive use in the following lines: Learners can build their language
competence, progress in their reading ability, become more independent in their studies, acquire cultural knowledge, and develop confidence and motivation to
carry on learning. Thus, both intensive and extensive reading should be applied in the learner‘s reading skills development.
d. Reading Strategies
Achievement in reading comprehension is not a natural ability and it can be studied. Therefore, to learn how to read effectively, four variables preparing
the progress of reading process have to be taken into consideration. The variables are the reader, the text, the strategies, and the goal. As far as the reader is
concerned, his reading skills are vital, as well as his interest in the topic. Factors as laziness or ignorance play a substantial role as well. All these factors influence
the success in reading. Furthermore, the type of the text has an effect on the reading process, as there is a certain point of difference in difficulty between a
number of types, e.g. between a novel and a scientific text. The most significant factor, however, are reading strategies, as they affect reading in the most
significant way. Either unsuccessful language learners can use too few reading strategies, or they can use them in a confused way, which obviously weakens
reading effective ness. Furthermore, the reader‘s purpose for reading is vital, as
various purposes apply the use of specific strategies. If the reader only wishes to collect general information, he will engage strategies appropriate for this goal, e.g.
skimming. If, for example, he looks for more specific information, the best strategy to apply would be scanning.
There are many different reading strategies, but they are all based on the same basic assumptions. Initially, the reader should think about the objective for
which he is going to comprehend the text. Then, the reader should find the title, headings, pictures, or any other visual cues accompanying the text. Next, the
reader is directed to read the introduction and conclusion, or to read the first line in every paragraph, and only then the whole text. Then, the entire reading should
be scanned to look for the most important parts to focus on during detailed
