AN ECLECTIC APPROACH TO ENHANCING READING PROFICIENCY IN TERTIARY EDUCATION

Abstract

This article investigates the efficacy of an eclectic pedagogical approach in significantly enhancing the reading proficiency of students in higher education. Recognizing the limitations of relying solely on either bottom-up (decoding-focused) or top-down (meaning-focused) methodologies, this study proposes an integrated framework that systematically blends diverse reading strategies, including explicit vocabulary instruction, schema activation, and metacognitive awareness training. The framework promotes flexibility, allowing educators to adapt techniques based on text genre, difficulty, and individual learner profiles. Findings from this review suggest that the systematic application of an eclectic approach leads to demonstrably improved comprehension, increased reading speed, and better critical engagement with academic texts [1, 15].