The ultimate aim of any reading effort is to first and foremost comprehend the message of the text being read. It is only when one comprehends that one enjoys a given text and one is expected to react, evaluate and benefit from the reading exercise. Reading, whether in the first or second language context, involves the reader and the text. Although reading in the L1 shares numerous important basic elements with reading in the L2, the processes differ. This paper focuses on the challenges English Language learners face in achieving autonomy in reading comprehension. The paper also offers suggestions for teachers of English as a second language to enable them achieve better service delivery. One of such suggestions is that teachers of L2 readers should create time to build their learners’ background knowledge to enable them create mental schema for text organization. This will help them to achieve autonomy in reading.
Reading Comprehension, Learner Autnomy, English, Second Language
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