Abstract
Reading comprehension is a key component of literacy, which contributes to academic success and lifelong learning, although most people who study English as a Foreign language (EFL) continue to have difficulties due to limited vocabulary, lack of basic knowledge, and ineffective reading strategies. This study provides a theoretical and conceptual review of the “Listening-Reading – Discussion” (LRD) learning strategy to explain the contribution to reading comprehension. Through the narrative review of the literature, the results of research published in the main scientific databases from 2015 to 2025 are summarized. The review examines constructivism, Schema Theory, active learning, social constructivism, information processing, and metacognition to explain the learning mechanisms underlying learning using resources. The results show that learning using resources contributes to understanding by activating available knowledge, actively building meaning, encouraging joint discussion, and developing metacognitive reflection. As the main theoretical contribution of the study, a conceptual scheme is proposed that relates these processes to the results of reading comprehension. The review concludes that LRD is a science – based learning model that can have a significant impact on the pedagogy of teaching English as a foreign language, curriculum development, and future literacy teaching technologies.