The academic success of the university students greatly depends on the mastery of an academic
reading skill. However, students as well as teachers, take the learning of this skill for granted, as they tend to
presuppose that reading skill is acquired as a part of their secondary education. As a result, most first-year
students employ non university strategies to read academic texts, which leads to a surface approach to
reading and prevents students from a better understanding of the material. This paper will discuss the
strategies that involve students in taking a deep approach to reading academic texts