Barriers in Teaching Reading to ELLs and Ways of Overcoming Those Obstacles

Abstract

Abstract-Reading is one of the language skills, which is imperative in English learning and the requirement for exploring the effect of instructional strategies on instructing reading to the students have elevated in recent years. The purpose of this study was to determine what knowledgable and expert teachers of ELLs in the junior high schools make out as the barriers to the reading accomplishment of English students and what are the methods for conquering those barriers. The information were gathered from 60 successful teachers who taught in junior high schools of Zanjan, Iran. The successful educators were identified based on student accomplishment using purposive sampling. A Likert scale was utilized for the questionnaire. The successful teachers sort effective instructional tactics in the five constituent of reading and had the capacity to set up supplementary instructional tactics, barriers, and ways they overwhelmed barriers in an open-ended question on the questionnaire. The study was mixed-method research, which, as stated by Isaac and Michael (1995), is utilized " to explain systematically the realities and the features of a given population or domain of interest, factually and precisely ". The open-ended questions of questionnaire were intended to gather data in regards to barriers and methods for overcoming barriers for instructing reading to English students The findings uncovered that the participants' thoughts regarding barriers and ways of overcoming those barriers in instructing reading to English students.

One step forward or two steps back? The attitudes of parents of students with disabilities regarding the amendment to the special education law in Israel

“…Teachers and parents experienced the student capacity assessment reform carried out in South Africa in 2017 as unattainable because of the lack of adequate resources, preparation and guidance (Molapo & Pillay, 2018). A study conducted in Iran on teachers' readiness to introduce changes in English language curricula indicated difficulties in implementing the changes due to a lack of professional support, inadequate budgets and overtight schedules that did not stand the test of reality (Sadeghi & Izadpanah, 2018). In 2020, the lack of consistency in implementing the 'budget goes with the child' principle in Israel has seemingly undermined the parents' sense of trust in the system.…”

Identifying Factors Contributing to Students’ Obstacles in Comprehending Recount Text

“…According to Sadeghi and Izadpanah (2018), obstacles in learning refer to the circumstances in which students are unable to learn effectively. The difficulties encountered by students in the learning process are interpreted as constraints that impede their ability to comprehend the lesson material as outlined in the curriculum.…”

Scaffolding design to increase reading comprehension for learners of English through online strategy training

“…Inference making, a vital skill in comprehension (Kendeou et al, 2016) can also be improved with explicit training (McMaster and Espin, 2015). However, EFL teachers may refrain from providing additional strategy instruction in favor of following the textbook, mainly because of large class sizes and lack of time and readily available materials aligned with curricula (Haznedar, 2010;Sadeghi and Izadpanah, 2018). Such shortcomings can be addressed using digital online training, given its time and space independence, opportunity for self-pace, and cost effectiveness (Martin and Betrus, 2019).…”