Reading in EFL: facts and fictions

This paper examines the representation of the reading process in a number of EFL methodology textbooks. It argues that many of these representations are dated, and based on a theory that was never a mainstream theory of L1 reading. Research findings are quoted to strengthen a bottom-up view of the reading process: good readers do not rely on hypothesis formation and prediction as much as is thought. Visual input and bottom-up processing during reading are of great importance. The paper concludes with suggestions for exercises to strengthen automatic word recognition in EFL readers.