DOI: 10.36347/sjahss.2017.v05i06.013

Pages: 612-614

Every learner wishes to have interaction before, while and after reading for an aim to react on what read. Second language learners should be provided a chance to think and comprehend. The purpose of this study is to analyze the need of interactive model with metacognition strategies to be implemented while teaching reading skills. The sample used comprises of undergraduate students from Bangalore district. Furthermore, the study aims to reflect on factors influencing students’ cognition skills and also demonstrates the usefulness of Interactive Reading Model. The model provides the learner to connect with the prior knowledge to reading and to interact with peer to foster meaning, while metacognition strategies helps to become independent learner with self awareness. Data was collected through facto face interviews and questionnaires. The key factors analyzed were the traditional reading comprehension model with skimming and scanning which the students found uninteresting and monotonous, lack on interaction in pre and post reading sessions, repetitive tasks given by the teachers and poor or improper reading materials. The study makes suggestions and recommendations on the necessity of using metacognition reading strategies with reading models. Also recommends on using appropriate content and intensifies on constant teacher student interaction in an English language classroom.