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It is the primary responsibility of teachers to help students master both learning to read and reading to learn (Konza, 2010). There are number of explicit strategies which students’ should be taught to become an independent reader. Comprehension strategies are encompassed in the National Curriculum (ACARA, 2010) as an indispensable area of achievement (as cited in Oakley, 2011). The uses of peripheral factors to help readers to completely understand the text are called comprehension strategies (Winch et al. 2010). These involve both cognitive (predicting) and metacognitive strategies (thinking about thinking). The NSW department of Education and Training (2010) mentioned following strategies of comprehension. Research has shown the effectiveness of these strategies in improving students’ performance in comprehension of text (Duke & Pearson, 2002). These strategies or instructional framework represents ‘reciprocal teaching’ (Palincsar & Brown, 1984 as cited in Lauren Aimonette Liang and Janice A. Dole, 2006).