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According to Alderson and Urquhart (1984) the close reading of passages including syntactic, semantic, and lexical analyses is a language lesson, not reading. Different models of reading were introduced to characterize reading, including data-driven or bottom-up model, concept-driven, or top-down model, and the interactive model which involves the instruction of reading skills and comprehension strategies. (Maria, 1990; Weaver, 1994) Reading strategies are goal–directed, deliberate mental processes which control and modify the reader‟s efforts to construct the meaning of a text (Afflerbach, Pearson, & Paris, 2008).

Contributions of the cognitive, affective and linguistic domains to strategy use and degree of strategy use to effective reading performance