Reading is an extremely important language skill both in educational process and out of it.
Unfortunately, in many foreign language classrooms, particularly in our country, the significance of this
skill is not completely recognized and the most attention is still paid to grammar. Namely, reading is often
seen as a mere capacity of decoding written language signs and the parallel processes of reading
comprehension and interpretation are not sufficiently addressed. The paper deals with the several issues,
such as significance of reading skills, the strategies needed for their development and the strategic role of
the reading skill in the environment of content and language integrated learning (CLIL). Most of the
contemporary research done in this field of the applied linguistics highlights the role of reading skills in
facilitating an easier acquisition of the content matter, which is one of the focuses of the CLIL approach
in general.
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