In many EFL classrooms, reading lessons and materials are organised around three familiar stages: pre-reading (activating background knowledge, introducing key vocabulary and predicting content), during reading (checking predictions, guiding comprehension and locating information) and post-reading (reviewing understanding, summarising key points and extending knowledge) (Grabe & Stoller, 2013). While this three-stage framework provides a useful means of teaching reading, in practice, teachers and textbooks often emphasise activities that remain at the lower-order levels of thinking. For example, activities may ask learners to recall details, identify main ideas or match vocabulary, but . . .
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