principles. The following description will discuss reading skills principles proposed by Alyousef 2006.
a. Reading Learning Principles
Reading learning principles claimed by Alyousef 2006 contain three procedures of reading: pre-, while-, and post- reading stages. If learners want to be
competence in the skills, they are required to pass the three phases that can help them to comprehend texts.
1. Pre-Reading Zhang says that Pre-reading acivity enables learners to get the
comprehension in Reading since it provides schemata explicitly 1993:5. Pre- reading can activate the relevant schema or background knowledge the
learners have already known before. Unfortunately, teachers tend to neglect the pre-reading procedure claiming that there is not enough time. In fact, pre-
reading activities motivate students before the actual reading takes place. For example, teachers can ask students questions that arouse their interest while
previewing the text.
2. While-Reading While-reading stage or interactive process has an aim to develop
students’ ability in undertaking texts by developing their linguistic and schematic knowledge. Hedge 2003 in Alyouself 2006:210 argues that
many students reach the success because of the usefulness of while-reading activities.
Paran 1996:2 in Alyousef 2006 believes that teachers can design a balanced approach to teaching reading by intergrating both top-down and
bottom-up processes and providing the students flexibility in choosing the reading tasks.
3. Post-reading Haller 2000:21-24 in Alyousef 2006 modeled a number of school-
based post-reading activities which enhance learning comprehension through the use of matching exercises, cloze exercises, cut-up sentences, and
comprehension questions.
b. Micro- and Macro-skills of Reading
In accordance to reading learning principles, teachers also should understand the micro- and macro-skills of reading to apply in teaching
reading. The aspects can also be used as consideration in developing reading materials and obtain reading objectives in the learning and teaching process.
These are the lists of micro- and macro-skills of reading skills proposed by Brown 2004:187.
1.Micro-skills a. discriminating among the distinctive graphemes and orthographic
patterns of English. b. retaining chunks of language of different lengths in short term
memory c. processing writing at an efficient rate of speed to suit the purpose
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