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The KWL model, an instructional strategy that stands for 'Know, Want to know, Learned,' has been increasingly recognized for its effectiveness in enhancing reading comprehension and engagement in the classroom. This paper presents the conceptual framework and theoretical merits of the KWL reading instructional strategy. Additionally, it elucidates the procedural steps and practical considerations in teaching English reading at the junior high school level, aiming to offer novel insights for junior high school English educators and enhance students' proficiency in English reading.
Yanyu Li (Wed,) studied this question.