Early Predictors of Reading Comprehension Difficulties

Elwér, Åsa

doi:10.3384/diss.diva-110036

Cited by 13 publications

(12 citation statements)

References 192 publications

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“…Besides that, there was statement related with this case from another study. Elwér [31] reveals that a lack of interest read academic texts both containing the first and second languages. Clearly, the problems faced by students in developing the skill of reading are; (1) ambiguous words, (2) foreign vocabulary, (3) limited time to understand the text.…”

Section: Reading Skillmentioning

confidence: 99%

Overcoming the Problem of Learning Foreign Language Skills in the Classroom

Sokip¹

2020

ujer

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In the Education sector, there are several obstacles faced by non-native speaker students who learn a foreign language. Although, they currently have got their first language to help them learn a foreign language such as English and Arabic, while it does not rule out the possibility of acquiring a second language. Language learning is always driven by the language skills, in which each student must pass on four language skills that have different difficulties in each skill. In this case, it is very interesting to explore the problems and effective strategies used to help non-native speaker students overcome the existed language problems. This writing aims to find out the various problems faced by students in obtaining foreign languages such as English and Arabic and by knowing the existed problems the researcher also finds out the solution to at least reduce the problems. Hence, to answer the research objectives, the researcher used the Library research method. The findings revealed several problems within each language skill and found several solutions in the form of teaching strategies to reduce problems in language understanding in students.

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Section: Reading Skillmentioning

confidence: 99%

Overcoming the Problem of Learning Foreign Language Skills in the Classroom

Sokip¹

2020

ujer

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“…According to McKenna and Stahl (2009), children cannot comprehend a text if they do not recognize the words if they cannot understand the language, or if they cannot use reading strategies. Students with reading disabilities have difficulty in guessing the meanings of words when they cannot recognize the words (Harris & Graham, 2007;Elwer, 2014)]. Students with learning disabilities may process information inefficiently, often not engaging in strategic reading or metacognition.…”

Section: Reversalmentioning

confidence: 99%

The Effects of Repetitive Reading and PQRS Strategy in the Development of Reading Skill

Ulu¹,

Akyol²

2016

EJER

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Problem Statements: It is a fact that there are individual differences in education and it would be wrong to expect every individual to learn at the same speed. Certain individuals have difficulty in some subjects such as reading, writing and mathematics, yet the most common such problem is difficulty in reading. Particularly, the students who fall behind others in early reading-writing periods have hardships in coding, interpretation and word acquisition. These failures often result in low motivation to learn and decreased self-esteem, and this, in turn, prevents them from making satisfactory use of educational services. For these reasons, this study focuses on the elimination of reading disabilities.Purpose of the study: The aim of this study is to investigate the effects of repetitive reading and preview-question-read-summarize (PQRS) strategies on the elimination of reading and comprehension problems of a 3 rd grader.Method: This study, which focuses on the identification of reading and comprehension problems and the elimination of such problems, can be classified as an action research. On the other hand, it is also a case study as it investigates in detail the reasons for the problems in reading and comprehension that only one subject is having. Hacer Ulu & Hayati AkyolFindings and results: At the end of the implementation process, we have seen the state of anxiety reduced to a free level. Conclusions and Recommendations:The problems students with reading disabilities are continuous. These difficulties often begin during the early years of primary school and continue in subsequent years.The identification of the strategies used to eliminate reading disabilities is expected not only to guide teachers in the teaching process but also to shed light on future studies of academicians.

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“…In addition, researchers (i.e., Aaron, Joshi, & Williams 1999;Catts, Adlof, & Weismer, 2006;Elwer, 2014) maintained that a deficit in comprehension is the result of a specific problem in one of the two skills involved in reading comprehension (i.e., decoding or linguistic comprehension) or a combination of deficits in both. For this reason, Baier (2005) stated educators need to provide instruction to students in elementary and middle school to improve their reading and comprehension abilities before reaching high school (p. 3).…”

Section: Background Of the Studymentioning

confidence: 99%

The Effect of Differentiated Instruction on Developing English Reading Comprehension Skill of Sixth Graders

Bahgat¹,

Shehata²,

Ali³

et al. 2019

مجلة العلوم التربوية - کلية التربية بقنا

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The present study aimed to investigate the effect of using differentiated instruction on developing reading comprehension of sixth year primary school students. The sample of the study consisted of 64 students (males and females). The control group (n=32) received traditional reading instruction (non-differentiated), whereas the experimental group (n=32) received treatment (Differentiated Reading Instruction). Data were collected through English Reading Comprehension Test. Data collected were statistically analyzed quantitatively. For data analysis, descriptive statistics, independent samples, and t-test were used. For measuring the effect size of using differentiated instruction (independent variable) on English reading comprehension (dependent variable) of the experimental group participants, Eta Squared was computed using "t" value for the differences between the means. The study findings revealed that differentiated instruction had a great effect on developing experimental group students` reading comprehension skill as compared with the nondifferentiated group. In light of these results, the study concluded that differentiated instruction approach can be used effectively for teaching reading of sixth year primary students. Finally, the study recommended that differentiated instruction should be implemented in EFL contexts.

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Early Predictors of Reading Comprehension Difficulties

Cited by 13 publications

References 192 publications

Overcoming the Problem of Learning Foreign Language Skills in the Classroom

Overcoming the Problem of Learning Foreign Language Skills in the Classroom

The Effects of Repetitive Reading and PQRS Strategy in the Development of Reading Skill

The Effect of Differentiated Instruction on Developing English Reading Comprehension Skill of Sixth Graders

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