شبكة المعلومات العربية التربوية

This paper has been specifically directed towards the teaching of reading at the secondary school education. Learners at this level need to develop the skills of reading a connected text. The proposed framework illustrates how the teaching of reading skills can be more effective if the teaching perspective is based on the principles that reading and learning are cognitive processes and that reading should be integrated with other language skills. Therefore, the present framework assumes that the type of text (narrative, descriptive or instructive) and its use is of primary concern to the teacher in his/her preparation and pedagogy. The teacher makes transition notes according to the text type as a preparatory for identifying appropriate learning tasks. These tasks determine the nature of the students' output. (Published Abstract)