Abstract:
The purpose of this study was toinvestigate (EFL) teachers’ perception, practices and
challenges of using phases of teaching reading skills. The subjects of the study were EFL
teachers in the stated districts. In order to select the teachers, purposive sampling technique
was used. Descriptive survey research design was employed and accordingly mixed approach
was used to analyze the data. Questionnaire, interview and observation were used as data
gathering instruments. Quantitative data were analyzed through descriptive statistics and
qualitative datawas analyzed by using words. The findings indicated that teachers practiced
three phases of reading in the reverse order of strength like more emphasized given for post
reading ,while reading and pre-reading ,teachers perception on teaching three phases of
reading was moderate and most of challenges of teaching three phases of reading was
sourced from teachers themselves. Recommendations forwarded were: The findings obtained
by this study pointed, using pre, while and post reading strategies can be highly effective for
teaching three phases of reading. Therefore, teachers of respective schools should give focus
for pre-reading phase which key for a while and post reading phases by toping up their
perception towards teaching three phases of reading and improve their teaching the three
phase of reading by passing through the challenges of teaching the three phases of reading
