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Abstract
The act of reading consists of several hierarchal processes that play a key role in the construction of a situation model, that is, a mental representation of a literary text. However, a breakdown in the processing of incoming information can impair this construction and affect overall comprehension. The present study looked at the comprehension strategies of two third-semester French students when confronted with unfamiliar vocabulary. An analysis of the transcripts using a model of reading strategies (de Bot et al.,1997) revealed that the strategies employed can influence comprehension and thus an awareness of these strategies can be used to assist ...