READING BETWEEN THE TEXTBOOKS: COMPREHENSION STRATEGIES IN THE AGE OF MULTIPLE TEXTBOOK REFORM IN GREECE

Georgios Angelopoulos, Nikolaos Angelopoulos, Ioanna Bakopoulou

Abstract


This article aims to highlight the important role that reading strategies play in how students process and comprehend texts. It begins with a theoretical overview of strategies used during reading, drawing on the international literature. The review brings to light a wide range of reading strategies that teachers can put into practice, depending on their educational level, class, and the profile of their students. Each strategy is examined both in theory and in practice, with concrete teaching examples drawn from various textual sources within the framework of the Multiple Textbook Policy (Law 4823/2021), which allows teachers to choose among approved alternative textbooks. The analysis of the practical section highlights the specific aspects of each strategy and its value as a teaching tool that supports differentiated instruction.

Keywords


reading comprehension, text, reader, reading strategies, differentiated instruction

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References


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DOI: http://dx.doi.org/10.46827/ejes.v13i8.6897

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