A theoretical Bibliographic review from the practicum experience of reading apprehension among high school students in English classes.

Abstract

This theoretical bibliographic review examines reading apprehension in Ecuadorian Basic General Education (B.G.E.) English-as-a-Foreign-Language (EFL) settings. In this study, reading apprehension is used as a pedagogical label for avoidance, frustration, boredom, and low willingness to engage with reading; it is not treated as a standardized clinical construct or as interchangeable with reading anxiety. A corpus of 25 peer-reviewed publications was selected from 214 initially identified records. The synthesis addresses antecedents, learning consequences, and pedagogical responses. Evidence supports a contextual model in which learner beliefs, text demands, instructional climate, and prior literacy experiences interact. The strongest practical implication is not a universal remedy but the design of supported, meaningful, and choice-aware reading experiences. Because no reviewed study directly tests the proposed model in Ecuadorian B.G.E. classrooms, the article presents theoretical propositions rather than testable hypotheses. The review contributes a structured synthesis of current evidence and a context-sensitive agenda for teacher preparation and future Ecuadorian research.