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Teachers require competencies in critical aspects of reading pedagogy including planning, teaching approaches, utilization of learning materials and assessment. Teachers mainly rely on textbooks while planning for reading pedagogy in the process excluding some prescribed content in the syllabus. Secondly, in terms of teaching and learning materials, teachers have made very minimal effort at development and utilization of authentic communicative reading materials. Finally classroom teaching and assessment of reading demonstrate over-reliance on the question and answer technique and ignored other participatory approaches such as, pair work, group discussion and task based reading.