The current study is focused on reading strategies as presented in various EFL textbooks for learners in lower primary school grades (1-4) with special reference to their use by Croatian teachers and importance for enhancing good reading performance in the target graders.
Croatia is among the European Union member states with the highest share of students learning English as a foreign language (EFL); the vast majority start as early as in Grade 1 (6-7- ages). This is the main reason why so much importance has been paid to the education of Croatian EFL teachers. Receiving a university degree in the English Language and Literature (teaching stream) from the faculties of humanities or completing a university programme in the early education (with a major/minor in English) at the faculties of teacher education/educational sciences, they are given promising employment possibilities, although with significant differences, so that the former can teach at any educational institution (from kindergarten to university), while the latter can work only in primary school (Grades 1-8). Their role in this national context is analysed with regard to the language skill of reading since it is widely accepted that learning how to read efficiently, that is, strategically is essential for every child due to the fact that such ability represents one of the keys to the overall academic achievement. This issue appears to be additionally interesting in the scope of teaching English in particular because of its overall importance for one’s future advancement in the modern world. Therefore, the current study is focused on EFL reading strategies as presented in various Croatian and British textbooks for learners in lower primary school grades (ISCED 1 level) with special reference to their use by Croatian teachers and role in enhancing good reading performance in the target graders.
