Reading Difficulties in English as a Second Language in Grade Five at a Saint Patrick’s High School for Boys, Hyderabad- India

Reading is one of the essential components of the English language. Countries that use English as a second language (ESL) sometimes have difficulties in reading and comprehension. According to many researches, mother tongue has proved some interferences with learning a second language. This study investigated the results of reading difficulties of young second language learners in terms of accuracy, comprehension, and rate using the Neale Analysis of Reading Ability test. The study was carried out in one of the High Schools for Boys in Hyderabad, India and included Grade five, aged 10-12 years. In order to understand the reading difficulties of English as a second language, a qualitative approach was employed. Interview, reading tests, and observation were conducted as a data collection tool. The findings showed that these subjects had no specific language impairments but they had different degrees of language exposure and usage that led to poor accuracy, comprehension, and reading rate during reading English language texts. Five students (50%) were classified at a low level of readers, three (30%) at a high level, and two (20%) at a mild level after evaluation of their compatibility between their chronological and reading age. It is suggested that the teachers should first assess students who struggle in reading accuracy and comprehension and then assist them with their language learning and acquisition that take place at school and home.

DEVELOPMENT OF TEACHING BOOK FOR DYSLEXIA THROUGH LEARNING STYLE INTERVENTION ASSISTED BY AUDIO VISUAL MEDIA AT ELEMENTARY SCHOOL

ABSTRACTThe purpose of the study wasto develop textbooks for dyslexia through learning style intervention assisted by audio-visual media for elementary school students. This research is Research and Development. The subjects in this study were dyslexic students at SDN Brambang Karangawen Demak with a total of three of the third grade students. The result of the study is that the type of teaching book needed an audio-visual-assisted with link and video barcode that related to the students’ learning style. Each chapter has three video links, namely visual, auditory and kinesthetic learning styles. The teaching book material consists of reading, writing, drawing, directions, and story. The reason for using the teaching book is that children don’t have learning resources or books to practice reading and writing as their handbooks. Audio-visual aided teaching book are expected to be more interesting for dyslexic in order to they have a motivation for learning. The conclusion of study is based on teachers and students’ need analysis. They want to the development of teachingbooks for dyslexic children through learning style interventions assisted by audio-visual media. It is needed to help reading difficulties, especially for dyslexic children.Keywords: Teaching book, Dyslexia, Leraning style, Audio Visual Media

Leitura: o papel da memória de longo termo (MLT) no processo de interpretação

Este artigo apresenta os resultados de uma pesquisa sobre Dificuldades de leitura entre acadêmicos de Letras, a partir da análise das paráfrases por eles produzidas, após a leitura silenciosa de uma crônica. O objetivo foi avaliar a interpretação leitora dos estudantes da amostra considerada. A análise embasou-se no Modelo Pragmático Integrado de interpretação/compreensão (DASCAL, 2006) e os resultados da investigação desenvolvida entre o 2º semestre de 2015 e o 1º de 2016 evidenciaram dificuldade de articulação entre texto e contexto, como também a necessidade de investigar mais detidamente os vínculos entre memória de longo termo (MLT) e o processo de interpretação leitora, uma vez que o maior problema detectado concerniu à falta de mobilização do conhecimento prévio (extralinguístico e metalinguístico). As demais dificuldades foram o léxico pouco desenvolvido e a falta de nexos textuais ou seu emprego inadequado. Por fim, embora a pesquisa tenha sido exploratória e seus resultados não possam ser generalizados sem investigações adicionais, constatamos haver estreita relação entre dificuldades de interpretação leitora e produção de paráfrases reprodutoras.This article presents the results of an investigation on Reading Difficulties among students of Letters based on the paraphrases produced by them after the silent reading of a chronicle. The objective was to evaluate the students’ process of reading interpretation. The analysis was based in the Pragmatic Model of Integrated interpretation/understanding (DASCAL, 2006) and the results of the research developed in 2015/2016 showed difficulty of articulation between text and context, as well as the need to investigate the links between long term memory (MLT) and the interpretation process, since the biggest problem detected was concerned to the difficulty to mobilize previous knowledge (extralinguistic and metalinguistic).Other difficulties highlighted were the lexicon little developed and the lack of nexus or its inadequate use between sentences and paragraphs. Finally, although the study was exploratory and their results cannot be generalized without further investigations, we conclude that there was a close relationship between reading interpretation difficulties and poor paraphrases.Keywords: reading, memory, interpretation, paraphrase.

Reading Difficulties in English as a Second Language in Grade Five at a Saint Patrick’s High School for Boys, Hyderabad- India

Reading is one of the essential components of the English language. Countries that use English as a second language (ESL) sometimes have difficulties in reading and comprehension. According to many researches, mother tongue has proved some interferences with learning a second language. This study investigated the results of reading difficulties of young second language learners in terms of accuracy, comprehension, and rate using the Neale Analysis of Reading Ability test. The study was carried out in one of the High Schools for Boys in Hyderabad, India and included Grade five, aged 10-12 years. In order to understand the reading difficulties of English as a second language, a qualitative approach was employed. Interview, reading tests, and observation were conducted as a data collection tool. The findings showed that these subjects had no specific language impairments but they had different degrees of language exposure and usage that led to poor accuracy, comprehension, and reading rate during reading English language texts. Five students (50%) were classified at a low level of readers, three (30%) at a high level, and two (20%) at a mild level after evaluation of their compatibility between their chronological and reading age. It is suggested that the teachers should first assess students who struggle in reading accuracy and comprehension and then assist them with their language learning and acquisition that take place at school and home.

Reading Difficulty Dynamics and Interventions Within Community Schools in Ghana; Evidence From Banka Community Senior High School Using the OARP Protocol

This study was designed to assess reading difficulty dynamics and develop the corresponding interventions for students in the Banka Community Senior High School within the Asante Akyem South Municipality of Ghana. The study used multiple research designs and research methods in soliciting data for the analysis. Both semi-structured questionnaires and interview guides were used for data collection. A 100-worded paragraph was taken from the introductory page of the Integrated Science Textbook for Senior High Schools to assess the reading difficulty of students using the One-Minute Administration of Reading Passages (OARP) protocol. Three sessions of readings were done; the first without intervention, and the subsequent readings with teacher interventions. The results of the study show that majority of the respondents had text recognition accuracy (TRA), text pronunciation accuracy (TPA) and reading speed (RS) problems. Thus, TRA, TPA, and RS scores were below the 80% benchmark in the first reading (without intervention). Nevertheless, TRA, TPA, and RS scores increased above the 80% benchmark for the second and third readings (with teacher interventions). Four causative factors for the reading difficulties (RDs), three locational dynamics, four durational dynamics, four reading frequency dynamics and four periodic dynamics of RDs were identified. The study concludes that RD reduces with teacher interventions. The findings of this study is not a generalization of reading difficulty dynamics and intervention in all community schools in Ghana but rather presents contributions to an emerging academic problem which could have implications on SDG 4 in the near future within community schools. Hence, the need for setting up reading clubs in community schools towards reducing reading difficulties among students.

READING DIFFICULTIES AMONG MALAYSIAN UNDERGRADUATE ESL LEARNERS: A PRELIMINARY STUDY

Reading deficiency in reading English texts or materials among ESL undergraduate students has been one of the most significant problems in Malaysia. Educators in Malaysia are currently facing the problem as it reflects on their students’ academic performance. This study aims to investigate Malaysian ESL undergraduate students’ reading difficulties in reading English texts. 25 Malaysian students who are taking advanced English courses in a university, were selected to participate in this study. A quantitative method was employed for this study. The questionnaires were designed to fit the purpose of this study. Data analysis was done using SPSS to analyse the data collected. The result shows that students are weak in grasping the main idea when they are reading, having poor vocabulary, lack of reading habit and interest in reading English texts, and are pressured with the lack of time when reading. It can be concluded that reading deficiency affects their academic performance and their English proficiency. In overcoming their difficulties, students must equip themselves with some reading strategies to help them to comprehend the English texts that they are reading.