The Impact of Remedial English on the Improvement of
English Proficiency: The Case of the United States
International University-Africa☆
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Improving Reading Skills Through Effective Reading
Strategies
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Determine the effectiveness of using context clues to improve reading comprehension ofGrade 9
students in ESNCHS
Enhancing Engish reading comprehension through text structure reading strategy
Difficulties in learning English as a secong language
Learning and attention issues in English Language Learning
Here are the most common reasons ELLs struggle in school:
Health issues: If your child has vision or hearing problems, it can make it even
harder for her to understand what’s going on in school. But other factors can also affect
learning. These include lack of sleep, stress, culture shock and poor nutrition.
The normal ups and downs of learning a new language: Learning a new
language is hard work. All students will struggle with certain concepts at times. If your child
is in a supportive, well-run program, these issues can usually be solved with a little extra
time and attention from her teachers.
Lack of native language support: More than half of ELLs in U.S. public schools are
taught only in English. But research shows that kids who are taught in both English and
their native language for a long period of time do much better in school. In fact, children who
are bilingual have better organization skills, memory and focus than kids who are fluent in
only one language.
Learning and attention issues: A number of issues can cause problems with
language, reading and attention. They include dyslexia, auditory processing disorder and
ADHD. Other learning and attention issues cause issues with math, problems with
movement and speaking and trouble with social skills. To get extra support in school, your
child will have to be evaluated for learning and attention issues.
https://www.understood.org/en/school-learning/special-services/english-language-
learners/understanding-learning-and-attention-issues-in-ells
Demotivating factors in learning english
Problems and Difficulties Encountered by Students
towards Mastering Reading comprehension
DIFFICULTIES AND STRATEGIES IN
LISTENING COMPREHENSION (TRINH VINH
HIEN 03AV4)
INTRODUCTION
Listening plays a vital role in daily lives. People listen for different purposes such as
entertainment, academic purposes or obtaining necessary information. As for foreign
language learning, listening is of paramount important since it provides the language
input (Rost 1994:141-142). Without understanding input appropriately, learning simply
can not get any improvement. In addition, without listening skill, no communication can
be achieved (Cross, 1998). As for that, language learners, especially those who learn
English as a foreign language in a non-native setting, find it difficult to acquire good
listening skill. This small project is an attempt to identify problems faced by first year-
English major students at Lac Hong University. This research would concentrate on these
matters below:
The way student self-study on their own
The most common problems they encounter
The strategies which help them to get over and succeed in listening
I hope that my research would bring students advantages and development to their
listening skill.
Problems faced by students in Reading comprehension
Common Difficulties Experienced by Grade 12 in developing their
listening skills
Factors affecting Grade 12 students Listening Comprehension
Reading comprehension and strategy
awareness of Grade 11 English second
language learners
Problem statement and research objectives Top ↑
The role that reading comprehension plays in the process of learning is widely documented (Shanakan,
Callison, Carriere, Duke, Pearson, Torgesen, et al. 2010; Luckner & Handley 2008; Coleman 2003). These
studies and many other similar studies point to the fact that reading comprehension forms the basis for the
learning process. Thus, learners who read without comprehending what they read have fewer chances of
succeeding academically than learners who read with comprehension. However, studies conducted in South
Africa at primary, high school and tertiary level reveal poor reading comprehension by learners. For
example, a pilot study was conducted by Dreyer (1998) in a multilingual classroom in the North West
Province amongst Grade 8 learners on a reading comprehension test. The results showed a failure rate of
approximately 75%.
Systematic Evaluations conducted recently on the reading performance of learners in South Africa showed
no improvement. The Systematic Evaluations conducted by the Department of Education, provincial
Departments of Education as well as international bodies, show that learners in South African schools
performed poorly when tested for their ability to read at age-appropriate levels (National Reading Strategy
2008:5). Specifically, the results of the Systemic Evaluation held in 2005 amongst the Intermediate Phase
learners, showed that 14% of learners were outstanding in their language competence; 23% were
satisfactory or partly competent, but a large majority of 63% were below the required competence for their
age level (South African National Reading Panel 2008:6)
The above-mentioned reading comprehension results are a cause for concern. Specifically, the current study
has been triggered by the above-mentioned state of affairs as far as reading comprehension is concerned in
South Africa. Amongst the factors that improve learners’ reading comprehension is training in the use of
reading strategies. In the literature review the benefits of training learners to be strategic readers has been
highlighted. Thus, the current study seeks to examine the effect of reading strategies instruction in order to
inform instructional practice in reading comprehension.
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