Arab World English Journal (AWEJ) Volume 12. Number 4   December 2021                                 Pp. 521 -535
DOI: https://dx.doi.org/10.24093/awej/vol12no4.34

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

Zena Abdulameer Mohammad
Scholarships and Cultural Relations Department
University of Baghdad, Baghdad, Iraq
Corresponding Author: zena.am@uobaghdad.edu.iq

Muhamad Hasbi
English Education Department, Faculty of Teacher Training and Education
IAIN Salatiga, Salatiga, Indonesia

Received: 7/9/2021                       Accepted:10/3/2021                       Published:12/27/2021

  

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.
Keywords: Reading difficulties, young learners, poor accuracy, Neale Analysis of Reading
Ability test, English as a Second Language 

Cite as:  Mohammad, Z. A., & Hasbi, M. (2021). Reading Difficulties in English as a Second Language in Grade Five at a Saint Patrick’s High School for Boys, Hyderabad- India.  Arab World English Journal, 12 (4) 521 -535.
DOI: https://dx.doi.org/10.24093/awej/vol12no4.34

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Received: 7/9/2021 
Accepted: 10/3/2021  
Published: 12/27/2021
https://dx.doi.org/10.24093/awej/vol12no4.34
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Zena Abdulameer Mohammad is currently working at Scholarships and Cultural Relations Department, University of Baghdad. She is university instructor teaching English as Foreign Language to undergraduate’s students, College of Veterinary Medicine, University of Baghdad. She is also delivering English language training courses at Development and Continuing Center to all learning levels for EFL learners. She got her B.A. in Translation, Mustansiriyah University, Baghdad-Iraq and her M.A. in Teaching English as a Second Language (TESL), The English and Foreign Languages University (EFLU), Hyderabad-India. Her main interest in developing reading, and listening skills through using multimedia technology. ORCID: https://orcid.org/0000-0001-5569-049X

Muhamad Hasbi is an English education lecturer in the Teacher Training and Education Faculty, IAIN Salatiga, Indonesia. He has involved in several Indonesian and American Language Massive Open Online Courses (LMOOCs) projects as both a participant and a facilitator, and has grown teaching and research interest in technology-enhanced language learning. ORCID: https://orcid.org/0000-0001-7446-2062