One can see that when readers are reading a text that is culturally unfamilar they tend to rely on strategies that include: developing awareness, accepting ambiguity or establishing inrasentential ties (2). It is believed by Pritchard (1990) that readers use these particular strategies because they may have "difficulty relating stimulus sentences to other portions of the text or to their own background knowledge" (p. 288).
It is our job as ESL teachers to assist our students in using as many reading strategies as possible, especially by helping the students establish a background knowledge of the material that they are reading.
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