Reading becomes automatic when the pupil combines decoding and comprehension tasks. By making sense of the printed words, the pupils achieve automaticity with regard to semantics, syntax, phonological properties and conceptual relationships. In case pupils have no one to consult at the time of the reading, encourage them to write down complex or difficult phrases and then consult later with teachers or peers. Struggling readers resist reading because they have no one to assist them and grow up convincing themselves that reading is not meant for them.
Reading is a continuous process, that is, it begins before and after reading an excerpt from written materials according to cognitive theory. Therefore, students need to create that connection before reading, while reading and after reading. Exposure to similar experiences, such as from a movie or trip, may be necessary to create that connection. Alternatively, they may engage in group discussions before and after reading to share perspectives of their text with their peers. This development is known as schema and is necessary throughout the reading.
According to socialcultural theory, you extract meaning from text based on your social and cultural background. Thus reading should be practiced on such grounds. Exposure to a wide variety of texts that celebrate the student's culture may be to the advantageous. As a teacher, you oprovide pupils with the relevant literature in the school library, and pupils can ask parents to supply them with magazines of interest to them.
Under metacognition theory, an individual should take a critical role to become a successful reader. This covers three components: Declarative knowledge relates to knowing about general things; procedural relates to how to execute a task; and conditional knowledge relates to the 'why' and 'when' concepts of cognition. For a pupil to be a skilled learner, he needs to possess those components. However, he need not to worry if he doesn't posses them yet, since they may develop as they progress adolescences.