Abstract

The purpose of the present study is to explore the dominant reading model employed by Saudi Arabian readers of English, in response to claims by some researchers, which second language-reading model employed by ESL/EFL learners could be explained from their early literacy practices in their own cultures. Perry (1996), for example, asserted that culture affects learners’ reading strategies. She provided empirical findings, which stipulated that cultures affect the kind of reading strategies that learners use. Thus, this paper presents counterevidence that the main reason for strategy choice is not necessarily conditioned by early literacy practices of a given society. Three Saudi informants were asked to describe their reading activities using a retrospection technique. The results show that those informants have employed a reading model that does not comply with Perry’s conclusions. They mainly used a top-down approach to reading rather than employing the bottom up model as their early literacy practices implied.

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