Vocabulary development also plays a role in automaticity. Nevertheless, such strategies as skimming for the main idea, scanning for specific information, predicting what a text is about or what will happen next, and making use of the context and illustrations to discover word meanings are critical for English language learners beyond the beginning level. Class members can brainstorm ideas about the meaning of a title or an illustration and discuss what they know. The teacher can highlight cultural assumptions inherent in the writing. Evaluating texts for implicit values and assumptions is another important reading skill.
Good readers expect to understand what they are reading.
However, it is not always easy to find texts that are both understandable and interesting for adult English language learners to read. Authentic reading material can often be found by the learners themselves, who have written pieces to share with each other. However, there is a growing body of literature on both foreign language academic reading and second language reading. All three areas contribute to the understanding of the reading process and have implications for instructional practice. Teachers who are aware of these reading approaches can tailor reading instruction to meet the needs and goals of adult English language learners.