1. Improving reading skills (Three stages using during teaching reading text)

2. Introduction: Reading is the most important skill in English language from other language skills in acquiring language. if students are good in reading, they will be good in other language skills (writing, speaking, and listening).For this reason teachers of English language should focus on this skill.

3. Some teachers complain that most students are not able to understand what they read Reasons why students don`t understand text reading:- - Students hate to read, they only read the required textbook in order to be able to set for the achievement routine exams. - students lacked motivation to read, even if they read, they show negative attitudes. - For most of the learners, reading is an extremely difficult task that requires integrated body of skills, which also does not get easier with the passage of time and the accumulation of experience.

4. Reading strategies * Teachers have very important role to improve reading skills to their students to improve other language skills . They can follow some stages and strategies when teaching reading text. * Reading strategies are defined as the mental operations involved when readers approach a text effectively and make sense of what they read.

5. The stages and strategies of reading that teachers should promote for their students are :- - pre-reading - while reading - post-reading stages They are very important when teaching any reading text. Each of these stages has its own characteristics, although they are related to one another. That is, the pre-reading stage leads to the while-reading stage and finally to the post-reading one. These stages make the student understand and comprehend text reading.

7. This stage includes some activities for example:-

9. Re-read

10. Read aloud

11. Check predictions

12. Clarify/verify comprehension

13. Monitor/Adjust comprehension

14. Analyze

15. Guess

16. Find answers

17. Word associations and grouping

18. Use context clues: semantic, syntactic, picture

19. Use phonetic cues: sound patterns, affixes, word roots, word chunk, word division

22. Find relationships/mapping

23. Associate new information with old

24. Seek feedback

25. Interpret text

26. Make connections

27. Confirm predictions

28. Journals

29. Reading logs