How to support students to cope with reading comprehension problems?
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Authors
Duangmanee, Jittima
Issue Date
2023
Educational Level
ISCED 3: Upper secondary education
Curriculum Area
Geographical Setting
Thailand
Abstract
Context: Conducted in a small Grade 11 class (16-17 years old) in Thailand, this study investigates reading comprehension challenges. Despite previous exposure to English reading strategies, students struggled with understanding texts and frequently resorted to dictionaries and translation apps.
Aims: To identify factors affecting students' reading comprehension and to explore effective support strategies.
Methods: Utilizing questionnaires, class observations by colleagues, and the teacher's reflective journal, the research sought to understand students' perceptions, preferences in reading texts, and the challenges faced in reading comprehension activities.
Findings: Students recognized the importance of reading in English for future academic and career prospects but faced difficulties, especially with vocabulary. They preferred fiction and showed interest in topics relevant to their lives. Vocabulary matching tasks and comprehensive reading posed significant challenges. The implementation of Guessing-Reading-Summarising (GRS) activities helped enhance comprehension skills, though difficulties with vocabulary persisted for some.
Implications: The study highlights the need for engaging reading materials and strategies that support vocabulary development and comprehension skills, suggesting a focus on interactive and student-centered learning approaches to improve reading outcomes.
Aims: To identify factors affecting students' reading comprehension and to explore effective support strategies.
Methods: Utilizing questionnaires, class observations by colleagues, and the teacher's reflective journal, the research sought to understand students' perceptions, preferences in reading texts, and the challenges faced in reading comprehension activities.
Findings: Students recognized the importance of reading in English for future academic and career prospects but faced difficulties, especially with vocabulary. They preferred fiction and showed interest in topics relevant to their lives. Vocabulary matching tasks and comprehensive reading posed significant challenges. The implementation of Guessing-Reading-Summarising (GRS) activities helped enhance comprehension skills, though difficulties with vocabulary persisted for some.
Implications: The study highlights the need for engaging reading materials and strategies that support vocabulary development and comprehension skills, suggesting a focus on interactive and student-centered learning approaches to improve reading outcomes.
Description
Keywords (free text)
english as a foreign language , reading comprehension