Alex Navarroza

College reading comprehension and the 21st century skills have identified self-directed learning as one of the life and career skills necessary to prepare students for post-secondary education and the workforce. Content area reading has given way to adult literacy, and according to Bobwise (2009), president of the Alliance for Excellent Education and a former governor of West Virginia, adolescent literacy is the corner stone of students' success, for literacy learning that takes place in adolescents is of critical importance in preparing them for life in and out of school. Content and disciplinary literacy are extension concepts of content area reading, where "content determine process" in a given discipline. The Commission on Adolescent Literacy of the International Reading Association (IRA) asserts that adolescents entering the adult world in the 21st century will read and write more than at any other time in human history. They will need advanced levels of literacy to perform their jobs, run their households, acts as citizens, and conduct their personal lives. They will need literacy to cope with the flood of information they will find everywhere they turn. They will need literacy to feed their imaginations so they can create the world of the future. In a complex and sometimes even dangerous world, their ability to read will be crucial. Continual instruction beyond the early grades is needed. (Moore, Bean, Birdyshaw, & Rycik, 1999 in Vaca, 2011, p. 10) Teaching young adults is not easy and much more complex for their lives are complicated. They are undergoing a lot of changes physically, emotionally and psychologically, and they are also faced with ongoing cognitive and social changes -the Rh: MOTIVATION, METACOGNITION, COMPREHENSION

Expository texts (College Reading) Comprehension Fig. 2. Schematic representation of the Model adopted from the three facets of reading by Bernhardt (2005) Rh: MOTIVATION, METACOGNITION, COMPREHENSION

As Bernhardt (2005) argues that instead of offering a sequential view of the L2 reading process where one skill or dimension adds to the other, the three dimensions add to the other, the three dimensions of the compensatory model of second language reading "operate synchronically, interactively, and synergistically" (Bernhardt, 2005, p. 140), L2 readers pull from more developed knowledge sources (i.e. L1 Literacy Knowledge, L2 Rh: MOTIVATION, METACOGNITION, COMPREHENSION Language Proficiency, Unexplained Variance) to compensate for less developed areas to comprehend text. The need for more authentic texts to substantiate the sort of reading tasks that student will encounter in college level courses are imperative. The theories of metacognition and comprehension processes and the problems of practice and implementation were widely discussed in literacy research. However, to curricularize them is not easy. That is, to bridge the theories and practice and make them part of the daily life in reading classrooms is still wanting and challenging. Indeed, reading is a multidimensional act that rests on the motivation (desire) to learn and the application of strategic behaviors to achieve purposes. Strategies related to skills in that particular reading strategies, with practice, may become skills: those operations that are routinely conducted without attention and automatically activated. Reading comprehension strategies are invisible, and methodologies to investigate them must be designed to give us appropriate information for which we make inferences and hypotheses about strategy use and development. A college reader should develop efficiency in decoding (automaticity) and fluency as the result of frequent engagements with the texts (Duffy, 2003a, 2003b, 2003c) . The construction of models that resonate with both theoretical frames and instructional frames is needed to address the complexity of reading comprehension, and task analysis should be conducted in relation to well-defined and detailed theories of reading comprehension. Future research on constructively responsive reading strategies should focus on the contextual influences on reading. Rh: MOTIVATION, METACOGNITION, COMPREHENSION Ultimately, motivation is determined by the extent to which students become engaged or disengaged in the learning process. Students would be unsuccessful if they acquire the needed cognitive and metacognitive abilities, yet lack the motivation to become engaged or vice-versa. Rh: MOTIVATION, METACOGNITION, COMPREHENSION