Y. Mohd Yussof1, A.R. Jamian1, Z.A. Zainon Hamzah1, S. Roslan1, M. Mohamad2

1Putra University of Malaysia (MALAYSIA)
2National University of Malaysia (MALAYSIA)
This paper provides explanation on reading comprehension strategies in reading narrative texts by lower secondary school students. Generally, reading strategies could be categorized into three main categories: meta-cognitive, cognitive and affective. However, most of the time a reader uses a combination of meta-cognitive and cognitive strategies only. Cognitive strategies aid the reader in constructing meaning from the text whereby meta-cognitive strategies are strategies to monitor or regulate cognitive strategies. Only effective reader is able to display meta-cognitive strategies as they are higher level thinking. This paper will also highlight the importance of affective strategies. Affective strategy includes a reader’s motivation, emotions, interests, attitudes and values toward the text content. In this article, the researcher will put emphasis on a reader’s emotion in comprehending narrative texts. The researcher will propose a new Emotional Quotient based reading comprehension strategy, which is also significant in the meaning making of narrative texts as well as the reading output. By involving the students with activities that affect their emotions, namely self-reflective journal, semantic map, and story map, the researcher believes that such activities are able to heighten their cognitive ability and Emotional Intelligence.