My experience as a teacher and as a student suggests that the way in which teaching reading is conducted at the University of Sindh Jamshoro, Pakistan (USJP) is open to question. The teachers, in this setting, hold the traditional view of teaching believing that learners can easily understand any reading task if it is explained and summarised to them by a teacher. This involves the teacher reading every sentence for students. The lesson then becomes an exercise in memory skills rather than a reading exercise. The present study therefore examines one intervention by looking at what is going on...