Ibrahim, Mohamed Abdalla2024-09-242024-09-242023https://hdl.handle.net/20.500.14069/721Context: This study takes place in Elnojoom Intermediate School for Girls in Northern Kordofan State, Sudan, focusing on Grade 1 students. It addresses the issue of reading comprehension difficulties, particularly with new vocabulary. Aims: The aim is to identify the comprehension challenges faced by students, their perceptions of reading in class, and their views on the reading strategies employed. Methods: A mixed-method approach was used, including questionnaires distributed to 31 students and the use of a reflective journal by the teacher to record observations and actions during reading activities. Findings: Students showed willingness to read but struggled with using contextual clues, tapping into prior knowledge, and decoding new words. The strategies used in class were viewed positively, but there was a gap in students' ability to apply these strategies effectively to enhance comprehension. Implications: The study suggests the importance of teaching reading strategies that enable students to use context clues, activate prior knowledge, and engage with texts more effectively. Tailoring strategies to meet the specific needs of students can improve comprehension and foster a more engaging reading experience.enenglish as a foreign languagereading comprehensionexploratory action researchResearch Report