SUMMARY
Abstract. The findings of this paper suggest that successful reading of a text especially word-to-text integration is not always contingent upon word identification skills per se, but that skilled reading comprehension is much more complex, requiring both the coordination and the integration of other components of cognitive skills over and above single word identification. Skilled reading as indicated from the findings of this paper in the case of proficient readers compared to less proficient readers is a highly complex capability in which various cognitive and metacognitive processes are likely to be going on simultaneously in parallel during reading which less proficient readers lack. In this respect, to help facilitate learning situations that would optimally enhance students’ reading skills at the basic level of education, teachers’ understanding of the underlying cognitive processes in text comprehension would be helpful. Consequently, the purpose of this study is to highlight on the cognitive and metacognitive processes that distinguish proficient readers from less proficient readers in word-to-text integration in order to suggest educational intervention for teachers to respond to students with reading problem.