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

Autor/inn/en	Mohammad, Zena Abdulameer; Hasbi, Muhamad
Titel	Reading Difficulties in English as a Second Language in Grade Five at a Saint Patrick's High School for Boys, Hyderabad--India
Quelle	In: Arab World English Journal, 12 (2021) 4, S.521-535 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Mohammad, Zena Abdulameer) ORCID (Hasbi, Muhamad)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2229-9327
Schlagwörter	Foreign Countries; English (Second Language); Reading Difficulties; Reading Comprehension; Second Language Learning; Grade 5; Single Sex Schools; Males; Language Usage; Language Skills; Reading Rate; Accuracy; India + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Reading difficulty; Leseschwierigkeit; Leseverstehen; Zweitsprachenerwerb; School year 05; 5. Schuljahr; Schuljahr 05; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Male; Männliches Geschlecht; Sprachgebrauch; Language skill; Sprachkompetenz; Reading readiness; Reading speed; Lesegeschwindigkeit; Indien
Abstract	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. (As Provided).
Anmerkungen	Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01