READING BETWEEN THE TEXTBOOKS: COMPREHENSION STRATEGIES IN THE AGE OF MULTIPLE TEXTBOOK REFORM IN GREECE

Autors/ores

  • Georgios Angelopoulos Primary Education Teacher, M.Ed. in “Educational Sciences”, Hellenic Open University, Greece
  • Nikolaos Angelopoulos Primary Education Teacher, M.Sc. in “Computer Science and Technology”, University of Patras, Greece
  • Ioanna Bakopoulou Primary Education Teacher, M.A. in “Creative Writing”, Hellenic Open University, Greece

DOI:

https://doi.org/10.46827/ejes.v13i8.6897

Paraules clau:

reading comprehension, text, reader, reading strategies, differentiated instruction

Resum

This article aims to highlight the important role that reading strategies play in how students process and comprehend texts. It begins with a theoretical overview of strategies used during reading, drawing on the international literature. The review brings to light a wide range of reading strategies that teachers can put into practice, depending on their educational level, class, and the profile of their students. Each strategy is examined both in theory and in practice, with concrete teaching examples drawn from various textual sources within the framework of the Multiple Textbook Policy (Law 4823/2021), which allows teachers to choose among approved alternative textbooks. The analysis of the practical section highlights the specific aspects of each strategy and its value as a teaching tool that supports differentiated instruction.

Biografies de l'autor/a

  • Georgios Angelopoulos, Primary Education Teacher, M.Ed. in “Educational Sciences”, Hellenic Open University, Greece

    Georgios Angelopoulos is a Primary Education Teacher currently serving at the 25th Primary School of Patras, Greece. He holds a Master’s Degree (M.Ed.) in "Educational Sciences" from the Hellenic Open University. He has published numerous research articles in both peer-reviewed international and Greek educational journals. His research interests focus on reading comprehension strategies, primary education pedagogy, and differentiated instruction.

  • Nikolaos Angelopoulos, Primary Education Teacher, M.Sc. in “Computer Science and Technology”, University of Patras, Greece

    Nikolaos Angelopoulos is a Computer Science Educator currently seconded to the University of Patras, Greece. He holds two Master’s Degrees (M.Sc.) from the University of Patras, one of which specializes in Artificial Intelligence. He has published a considerable number of research articles in peer-reviewed international and Greek academic journals. His research interests lie in educational technology, artificial intelligence in education, and computer science pedagogy.

  • Ioanna Bakopoulou, Primary Education Teacher, M.A. in “Creative Writing”, Hellenic Open University, Greece

    Ioanna Bakopoulou is a Primary Education Teacher currently serving at the Primary School of Panopoulo, Ilia, Greece. She holds two Master’s Degrees (M.Ed. / M.A.) from the Hellenic Open University, specializing in "Adult Education" and "Creative Writing." She has published several research papers in international and Greek educational journals. Her main academic interests include adult learning methodologies, creative writing in primary education, and innovative pedagogical practices.

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Publicat

2026-07-23

Número

Vol. 13 Núm. 8 (2026)

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Articles

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