Exploratory action research on difficulties in reading
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Authors
Gibreel, Ibtisam Sabahelzain Ibrahim
Issue Date
2023
Educational Level
ISCED 2: Lower secondary education
Curriculum Area
Geographical Setting
Sudan
Abstract
Context: This study investigates reading difficulties among Grade 9 female students, aged 14 to 15, at Babiker Osman Secondary School for Girls in Khartoum state, Sudan. It focuses on understanding and addressing the root causes of students' struggles with reading English.
Aims: To identify specific reading challenges faced by students, including issues with grammar, vocabulary, and comprehension, and to develop strategies to support improved reading skills.
Methods: Employing questionnaires, interviews, and reflective journals, the study engaged 30 students to explore their difficulties and perceptions regarding reading. The action plan included sign language for letter naming, visual aids, peer activities, and provision of texts in simple language.
Findings: Students experienced significant difficulties with grammar, vocabulary, and letter recognition, affecting their reading comprehension. Implementing targeted interventions resulted in improvements in letter naming, vocabulary understanding, and overall reading confidence among students.
Implications: This research highlights the importance of tailored reading support strategies that address specific learning barriers. Effective practices included using visual aids, engaging students in peer learning, and simplifying language to enhance comprehension and encourage active participation in reading activities.
Aims: To identify specific reading challenges faced by students, including issues with grammar, vocabulary, and comprehension, and to develop strategies to support improved reading skills.
Methods: Employing questionnaires, interviews, and reflective journals, the study engaged 30 students to explore their difficulties and perceptions regarding reading. The action plan included sign language for letter naming, visual aids, peer activities, and provision of texts in simple language.
Findings: Students experienced significant difficulties with grammar, vocabulary, and letter recognition, affecting their reading comprehension. Implementing targeted interventions resulted in improvements in letter naming, vocabulary understanding, and overall reading confidence among students.
Implications: This research highlights the importance of tailored reading support strategies that address specific learning barriers. Effective practices included using visual aids, engaging students in peer learning, and simplifying language to enhance comprehension and encourage active participation in reading activities.
Description
Keywords (free text)
english as a foreign language , reading skills , exploratory action research