generalizing teacher supported there conclude rejected teaching should involving applying taught researcher knowledge finding proces result student text learner analysi learning interaction research improve between arranging important prior synthesizing doing since comprehension higher significant generating genre null GIST because who organizing level suggest alternative CHAPTER different focusing study summary prove their therefore comprehending related operation reading through based cognitive accepted strategy apply without than statement SUGGESTIONS effectivenes order data interested ttable tobserve conclusion CONCLUSION suggestion effect schemata hypothesi above help information