Students' difficulties with reading comprehension
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Authors
Kevin, Anita Nchat
Issue Date
2023
Educational Level
ISCED 2: Lower secondary education
Curriculum Area
Geographical Setting
Nigeria
Abstract
Context: The research was conducted at Amina Dyslexia Centre in Kaduna State, Northern Nigeria, focusing on students aged 10 to 14 from mid-income urban families. It explores reading comprehension difficulties in learners with dyslexia.
Aims: To understand the root causes of dyslexic learners' difficulties with reading comprehension and design effective strategies to enhance their reading and comprehension skills.
Methods: Data collection involved a focus group interview with eight learners and reflective journaling by the teacher, aiming to capture both learner perceptions and teacher insights on reading comprehension challenges.
Findings: Learners experienced difficulty with word pronunciation and vocabulary, affecting their comprehension. The teacher identified a lack of understanding of text structure and foundational vocabulary as key barriers. An action plan incorporating age-appropriate texts, spelling rule revision, read-aloud sessions, pair reading, and vocabulary instruction improved learners' comprehension and engagement.
Implications: Tailoring reading strategies to the needs of dyslexic learners, including the use of appropriate texts and collaborative learning approaches, can improve comprehension. This study highlights the value of reflective practice and learner involvement in overcoming educational challenges.
Aims: To understand the root causes of dyslexic learners' difficulties with reading comprehension and design effective strategies to enhance their reading and comprehension skills.
Methods: Data collection involved a focus group interview with eight learners and reflective journaling by the teacher, aiming to capture both learner perceptions and teacher insights on reading comprehension challenges.
Findings: Learners experienced difficulty with word pronunciation and vocabulary, affecting their comprehension. The teacher identified a lack of understanding of text structure and foundational vocabulary as key barriers. An action plan incorporating age-appropriate texts, spelling rule revision, read-aloud sessions, pair reading, and vocabulary instruction improved learners' comprehension and engagement.
Implications: Tailoring reading strategies to the needs of dyslexic learners, including the use of appropriate texts and collaborative learning approaches, can improve comprehension. This study highlights the value of reflective practice and learner involvement in overcoming educational challenges.
Description
Keywords (free text)
english as a foreign language , dyslexia , specific learning difficulties , reading comprehension , exploratory action research