Teaching grammar and vocabulary in the context of reading passages allows students to see how language is used in authentic situations.

Helps students to develop communicative competence.

Providing reading activities with grammar and vocabulary instruction reinforces new language skills through practice.

Students can apply what they are learning right away.

Predicting: When students make predictions before reading, it sparks interest, gets them thinking about the text topic, and sets a purpose for reading. Their minds are primed to comprehend the text.

Grammar not explicitly taught but learned for communicative purposes.

Vocabulary focused on high frequency and contextualized words.

Reading viewed as a communicative act and a source of authentic texts.

Grammar learned inductively through context of oral communication.

Vocabulary acquired via objects, actions, and contexts emphasizing concrete lexicon.

Reading used later on to reinforce oral language structures and vocabulary.

Grammar taught deductively through direct instruction of rules which are practiced via translation.

Vocabulary learned via bilingual word lists, dictionary study, and memorization.

Reading as a means to translate texts word-for-word to get grammar/vocabulary practice.

Grammar patterns sequenced and drilled through repetition and substitution exercises.

Vocabulary controlled at beginner levels and expanded through dialogues.

Reading mainly for reinforcement of spoken language rather than skill development.

Visualizing: As students read, they create mental images to represent people, actions, and scenery depicted in the text. This visualizing forces deeper cognitive processing and understanding of details.

Making Connections: By linking the text to their background knowledge and experiences, students are making personal connections that aid memory and understanding. Past learning scaffolds new learning.

Questioning: Students learn to ask themselves questions that clarify confusion, check understanding of key details, and probe for deeper meaning as they read. This helps address comprehension gaps.

Summarizing: Stopping periodically to summarize important ideas and details requires students to synthesize what they've read so far and distinguish key points. This consolidates learning.

Keyword method to link new words with auditory/visual mnemonic cues.

Semantic mapping/word webs to illustrate relationships between words.

Restructuring reading materials to highlight target vocabulary.

Morphemic analysis to break down word roots/affixes.

Azam, A. (2014). Teaching grammar and vocabulary. Journal of Advances in Linguistics, 2(1), 61-79.

Ahmed Okasha, M. (2020). Using strategic reading techniques for improving EFL reading skills. Arab World English Journal (AWEJ) Volume, 11.

Chakravarthy, C. K., & Sunita, V. (2023). THE USE OF MOBILE APPS TO ENHANCE READING SKILLS OF LANGUAGE LEARNERS: a REVIEW. Human, 13(1), 31-37. https://doi.org/10.21554/hrr.042303

Mulatu, E., & Regassa, T. (2022). Teaching reading skills in EFL classes: Practice and procedures teachers use to help learners with low reading skills. Cogent Education, 9(1), 2093493.

Petro, D. (2017). AUTHENTIC MATERIALS FOR TEACHING ENGLISH [YouTube Video]. In YouTube. https://www.youtube.com/watch?v=s7Wdn_fhK2w