The Freebody (2007) concept of the four roles of the reader considered the social context in which situations occurred or the cultural background of the reader, the text-type, or what the reader brought to text (Winch et al, 2010). Therefore, reading must be operated as a social practice, which emphasises on the language and literacy practices that a learner brings to school from home and community, so that teachers can base their teaching on how the individual is behaving and on what they already know (Winch et al, 2010).
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Students need to be introduced the practical skills that draw on the four cue systems in order to decode the text, they also need to be actively engaged with the texts by integrating the new ideas with their own knowledge (Fish, 2014). As teachers, we can teach students to comprehend, but we cannot teach them what to think.
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