European Journal of Research and Reflection in Educational Sciences Vol. 8 No.

12, 2020 Part II

ISSN 2056-5852

THE DIFFICULTIES OF READING AMONG YOUNG LEARNERS IN

ONLINE EDUCATION
Surmanov Sardor, EFL lecturer, TSUL
Email: [email protected]

Ametova Oyshajon, EFL lecturer, TSUL

Email: [email protected]
&
Togaymurodova Rushana, EFL teacher,
Yeoju technical institute in Tashkent
Email: [email protected]

ABSTRACT

One of the most important skills that every pupil learn from the beginning of school is the
ability to read to make meaning from text and learn through reading with online materials. The
following article is devoted to the many concerns when an instructor faces pupils with reading
difficulty. So what happens to a student when they have a learning difficulty or disability in
reading and comprehension? What options are available to ensure that they do not slip through
the cracks of the education system and are left behind?

Keywords: Young learners, poor reader, phonics, fluency, edcheckup, decoding.

INTRODUCTION

Reading is a complex cognitive process of decoding symbols aimed at understanding the text.
One of the means of language acquisition, communication, exchange of information, ideas.
According to S.F. Shatilov reading "refers to receptive types of speech activity and is a process
of extracting information from a written text" [12]. The main practical goal of learning a foreign
language in children is to improve their communicative competence, and through online
education. The main tasks that must be completed when teaching younger students to read in
English at the initial stage are: read aloud the text, understand the general content of the text
and the main thing in it after a single reading. Read to yourself, fully understanding
uncomplicated texts containing individual unfamiliar words. Read to yourself and understand
the main content of the text, which includes a significant number of unfamiliar words.

A reading difficulty is a deficit in processes relating to decoding phonetic knowledge, word

recognition and comprehension. These four simple factors can impact on overall reading skills.
For instance, teaching every student in the first grade exactly how to decode words, how to
understand phonetics, how to recognize words, and how to comprehend can represent various
reading comprehension levels among learners.

The problem of teaching reading in a foreign language is one of the most important in the
organization of the educational process in primary school.

Reading is one of the receptive types of speech activity, aimed at the perception and
understanding of the written text, but it is included in the sphere of human communication and
provides one of the forms of (written) communication in it [10]. Reading is one of the main
means of obtaining information. The most important among the goals of teaching languages is

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European Journal of Research and Reflection in Educational Sciences Vol. 8 No. 12, 2020 Part II
ISSN 2056-5852

the formation of the ability to extract information from a graphically recorded text in the
process of reading, which allows you to actively use the language being studied in various
activities.

MATERIALS AND METHODS

The problem is that for a long time everybody believed that reading is a naturally acquired skill
and that, we do not need to explicitly teach how to read. However by that theory, we create a
way to fail model where we wait until we notice that a student is falling behind before we
intervene. The issue here is that for students who have learning difficulties in reading the cost
of waiting until later years to identify a reading difficulty is far too great. Research suggests
that delayed development of reading skills affects vocabulary growth leads to missed
opportunities to develop comprehension strategies, Moreover, it alters the students’ attitudes
and motivation to read.

And if that's not bad enough children who exhibit qualities of being a poor reader by the end
of their first year of primary school, almost never acquire average level reading skills by the
end of primary school. So why have we not always taught explicit phonics instruction. The
argument around this issue is that explicit phonics instruction is not required because not every
student needs the same amount of instruction to be able to read. It's true some students will
come to their first year of primary school already having a strong ability to read, but for students
with reading difficulties being taught the foundations of reading is essential. Under the
disability standards for education these showing curriculum legislates that teachers are to
ensure that all students with a disability are able to participate in their showing curriculum on
the same basis as their peers, through rigorous meaningful and dignified learning programs.

In recent years we've realized that reading is actually a very complex learnt skill and that
explicit phonics instruction is beneficial for all early readers. A team of researchers in Scotland
took 300 primary aged students from a low socio-economic area and put half through an
explicit phonics program. The other half through a traditional phonics program for 20 minutes
a day over seven years. They found that by grade seven the explicit +-phonics students were
three years and six months ahead of their average reading age and seven months ahead of the
students who learnt the traditional way. Not only that of the students who had taught the explicit
phonics program, only 5.6 percent were more than two years behind the average reading age
for grade seven.

DISCUSSIONS AND RESULTS

So how do we let go of our traditional model and push towards a new and dynamic way of
reading instruction? Schools have begun to adopt the three-tier RTL model, starting early
intervention for at risk of failing readers. This model involves the explicit instruction of the
five areas or pillars of reading phonological awareness:
● phonics;
● fluency;
● vocabulary;
● comprehension.
The first tier of the model is providing clear explicit instruction of the fire reading areas to the
whole class. Tier 2 intervention offers a more intensified emphasis in smaller groups of students
who are at risk of failing. If the first two tiers aren't successful, the student is placed into tier 3
where they are provided with one-on-one intensive reading instruction. The RTL model enables
a full initial screening process for all students including measures which are highly predictive
of later reading ability.

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The word identification fluency test has been found to be the most reliable form of assessment
and can be seen in the edcheckup which tests oral reading fluency and takes about 15 minute
and the more comprehensive early reading diagnostic assessment which tests a multitude of
reading skills taking up to two hours.

However, teachers often have a good idea of what to look for when it comes to reading
difficulties. A student with a reading difficulty may be:
● less engaged in reading tasks;
● less confident in their ability to read;
● less willing to take risks in reading out new words;
● frustrated with difficult work task;
● discouraged by their lack of success.
However, no single description or profile can represent all individuals with reading difficulties
or learning difficulties as a whole. So what are going to be the best strategies for helping
students with reading difficulties? Strategies need to focus on:
● decoding;
● increasing fluency;
● improving comprehension
Our aim is to help students read to learn. For students to decode the text they are reading they
need to understand how the letters and sounds work. So use a phonics alpha chart along with
phonemic games and exercises. The charts can even be put on the walls around the room for
reference in class time. You have mnemonic devices to remember tricky spellings. Make it fun
to build fluency. Create reading lists of high-frequency words and run an activity where the
student reads as many as they can for one minute noting down how many correct words we've
read. Doing this day after day will show the student that they are improving and succeeding.
Reading aloud together as a class for around 10 to 15 minutes per day can also help the student
practice phrasing and intonation. While there are many assistive technologies such as the speak
tool from Microsoft and Mac and apps such as Claro speak plus and Claro PDF Pro which turns
text into speech making it easier than ever for students to hear written text.

Reading is one of the most important types of communicative and cognitive activity aimed at
extracting information from a written text. The receptive nature of this type of speech activity
determines the availability and ease of its study.
There are a number of difficulties in learning a foreign language:
- when teaching foreign language reading, there are no strong auditory and motor
images of the words being read in the memory of younger students;
- the need to master the system of graphic signs that differ from the signs of the native
language, as well as the ability to correlate them with foreign language sounds;
- strive to develop students' cognitive interest in subject by involving them in various
playable situations;
- to help recreate the situation of real communication on foreign language during the
lesson.

CONCLUSION

To build comprehension pre teach vocabulary using class by using analogies synonyms or
visual aids, have students use a dictionary or check online to confirm their correct use of harder
words. Teach students how to generate questions without a text using a KWL chart, have
students think pair and share their responses to questions. Help students to make connections
to personal experience knowledge and previous reading. All of our work with helping students

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with reading difficulties context is key. We need to contextualize our instruction to the content
they are learning, allowing students to transfer their new reading skills to other learning
situations. With early intervention and hard work we can stop students with reading difficulties
being left behind in our schools. Thus, we analyzed the main problems of teaching reading in
English at the initial stage of education, confirmed the need to teach children not only fluent
reading skills, but also meaningful reading. In the process of studying the English language
circle, students develop the reading skill with full reading comprehension and the skill of
viewing reading, as well as increasing motivation and faith in their own capabilities.

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