THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
177
PROBLEMS IN READING COMPREHENSION AND THE WAY OF
SOLVING THEM
Xusanova Sharofatxon Isroilovna
Working place: Academic lyceum under Andijan
Institute of Agriculture and Agrotechnology.
Telephone number: 934443570
Qosimova Inobatxon Qadirjanovna
Working place: Academic lyceum under Andijan
Institute of Agriculture and Agrotechnology.
Telephone number: 914801620
https://doi.org/10.5281/zenodo.14597976
Annotation:
Learners learn differently, in different ways, and at different rates. Thus, in
learning to read, some children need a little more of one thing while others need
a bit more of another thing. Trying to push all learners through the same reading
program will result in the slowed growth of some and the frustration of others
the early stages it is important to make the task of learning to read as easy and
interesting as possible. Students need a lot of practice before they are able to
recognize words and phrases quickly, and even the most interesting reading
book or textbook, gets boring if they have to read the same thing more than
once. Learners of a foreign language, especially at elementary and intermediate
levels, are rarely efficient readers in the foreign language. This has to do not only
with deficiencies in linguistic knowledge, but also with the strategies employed
in reading.
The article deals with the significance of reading in English. The practical
usage and role of effective strategies in doing reading skills well.
The article describes general
characteristics of reading
and specific
priorities in language. It indicates the importance of utilizing them and their
meaning and shows the limit of them according to some particular reasons.
The purpose of article is to learn the ideas of great scholars around the
world and define the difference between standard and nonstandard language
units.
Introduction.
Proficient reading depends on the ability to recognize
words quickly and effortlessly. If word recognition is difficult, students use too
much of their processing capacity to read individual words, which interferes
with their ability to comprehend what is read.
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
178
Few would dispute the claim that comprehension is necessary in order for
language acquisition to occur. In order to communicate effectively, learners
must understand what is being said. To function successfully with a target
language, learners depend upon their ability to comprehend the spoken and
written word. Empirical studies have identified a positive relationship between
listening ability and language acquisition as well as between reading ability and
language acquisition.
During the last century comprehension lessons usually comprised
students answering teachers' questions, writing responses to questions on their
own, or both. The whole group version of this practice also often included
"round robin reading" wherein teachers called on individual students to read a
portion of the text (and sometimes following a set order). In the last quarter of
the 20th century, evidence accumulated that the read-test methods assessed
comprehension more than they taught it. The associated practice of "round
robin" reading has also been questioned and eliminated by many educators.
Instead of using the prior read-test method, research studies have
concluded that there are much more effective ways to teach comprehension.
Much work has been done in the area of teaching novice readers a bank of
"reading strategies" or tools to interpret and analyze text. There is not a
definitive set of strategies, but common ones include summarizing what you
have read, monitoring your reading to make sure it is still making sense, and
analyzing the structure of the text (e.g., the use of headings in science text).
Some programs teach students how to self-monitor whether they are
understanding and provide students with tools for fixing comprehension
problems.
Instruction in comprehension strategy use often involves the gradual
release of responsibility, wherein teachers initially explain and model strategies.
Over time, they give students more and more responsibility for using the
strategies until they can use them independently. This technique is generally
associated with the idea of self-regulation and reflects social cognitive theory,
originally conceptualized by Albert Bandura. Comprehension is the ultimate
goal of reading. However, there are a number of factors which may interfere
with an individual's ability to comprehend text material.
Result.
The most common single obstacle to text comprehension is
decoding insufficiency. Simply put, if the student cannot decode accurately and
automatically, comprehension will be compromised.
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
179
- When the student cannot "apprehend" or decode the word, meaning
cannot be extracted.
- When the student cannot decode fluently and automatically, reading is
slow and laborious and memory for read material is poor.
- When the student cannot decode and is taught to rely on "context cues" or
to "guess" at words, comprehension is compromised.
A more subtle interference is an underlying problem with language
comprehension or inferential thinking. Those with right-hemispheric or non-
verbal learning disorders are typically proficient decoders or "word callers" who
have little to no difficulty remembering the specific details of what they have
read.
In this second category, the student typically does well in the early grades
but begins to struggle academically in the higher grades when the demand for
comprehension increases. Such students often begin to experience difficulty
with test taking and lecture learning due to underlying deficits in complex
comprehension of novel material and inferential thinking.
It is not until late elementary or middle school when the curriculum
demands shift and the demand for complex comprehension increases. Students
who start out strong but begin to experience learning difficulty in the higher
grades should be evaluated for underlying deficits in comprehension.
Physiological vision problems, such as deficits in tracking and scanning,
also interfere with comprehension of text. For example, if one were asked to
read Gone with the Wind through a straw, the physical energy to perform the
task would result in extreme fatigue, diminished attention and poor
comprehension. Comprehension problems in this case would not be due to
specific learning disability but to a sensory-based (and likely correctable) vision
problem.
Lastly, psychological problems can also impair comprehension. Therefore,
a comprehensive psychoeducational evaluation should be performed whenever
a person experiences problems with text comprehension. Only through
evaluation can one determine the root cause of difficulty and design appropriate
intervention strategies.
Developing reading comprehension activities involves more than
identifying a text that is "at the right level," writing a set of comprehension
questions for students to answer after reading, handing out the assignment and
sending students away to do it. A fully-developed reading activity supports
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
180
students as readers through pre-reading, while-reading, and post-reading
activities.
As you design reading tasks, keep in mind that complete recall of all the
information in a text is an unrealistic expectation even for native speakers.
Reading activities that are meant to increase communicative competence should
be success oriented and build up students' confidence in their reading ability.
Conclusion.
Reading is a skill that will empower everyone who learns it.
They will be able to benefit from the store of knowledge in printed materials
and, ultimately, to contribute to that knowledge. Good teaching enables students
to learn to read and read to learn. The role of the teacher in the teaching-reading
process should be of a companion rather than the boss. Teaching can be
interesting and innovative if the efforts are put in to make learning an enjoyable
experience.
Successful teaching is where effective learning takes place with the use of
appropriate knowledge, the right emotion and accurate application of scientific
devices. With consistent progress in science and technology and other areas of
study, it is the duty of the teacher to adopt the best methods and employ the best
devices to ensure rapid growth in the teaching process. Teachers must be aware
of the progress that students are making and adjust instruction to the changing
abilities of students. Both research and classroom practices support the use of a
balanced approach in instruction. Because reading depends on efficient word
recognition and comprehension, instruction should develop reading skills and
strategies, as well as build on learners' knowledge through the use of authentic
texts. Similarly, the most effective way of dealing with the problem of cultural
meaning in texts is to encourage students to read by themselves, choosing
subjects related initially to their own interests so that they bring motivation and
experience to reading. As their understanding of other cultures and of unfamiliar
views increases through reading, they will bring to their reading activities a
gradually increasing capacity to understand the full meaning of texts.
When reading comprehension breaks down, different students need to
find ways to repair their understanding. This is where the importance of
knowing how to teach reading strategies come in, so as to facilitate the reading
process and give students a clear sense of what they are reading. Students can
become easily frustrated when they do not understand what they are reading
and as a result, they become demotivated. A teacher needs to design and teach
different strategies in order to help students close the gaps in their
understanding. The ultimate challenge for the teacher is to know exactly which
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
181
strategy is useful and most beneficial to teach, since each student needs different
strategies. This work in this respect, gives many strategies and a few general
pointers for how to teach them.
Conclusion.
Reading is a skill that will empower everyone who learns it.
They will be able to benefit from the store of knowledge in printed materials
and, ultimately, to contribute to that knowledge. Good teaching enables students
to learn to read and read to learn. The role of the teacher in the teaching-reading
process should be of a companion rather than the boss. Teaching can be
interesting and innovative if the efforts are put in to make learning an enjoyable
experience. Successful teaching is where effective learning takes place with
the use of appropriate knowledge, the right emotion and accurate application of
scientific devices. With consistent progress in science and technology and other
areas of study, it is the duty of the teacher to adopt the best methods and employ
the best devices to ensure rapid growth in the teaching process. Teachers must
be aware of the progress that students are making and adjust instruction to the
changing abilities of students. Both research and classroom practices support
the use of a balanced approach in instruction. Because reading depends on
efficient word recognition and comprehension, instruction should develop
reading skills and strategies, as well as build on learners' knowledge through the
use of authentic texts. Similarly, the most effective way of dealing with the
problem of cultural meaning in texts is to encourage students to read by
themselves, choosing subjects related initially to their own interests so that they
bring motivation and experience to reading. As their understanding of other
cultures and of unfamiliar views increases through reading, they will bring to
their reading activities a gradually increasing capacity to understand the full
meaning of texts.
When reading comprehension breaks down, different students need to
find ways to repair their understanding. This is where the importance of
knowing how to teach reading strategies come in, so as to facilitate the reading
process and give students a clear sense of what they are reading. Students can
become easily frustrated when they do not understand what they are reading
and as a result, they become demotivated. A teacher needs to design and teach
different strategies in order to help students close the gaps in their
understanding. The ultimate challenge for the teacher is to know exactly which
strategy is useful and most beneficial to teach, since each student needs different
strategies. This work in this respect, gives many strategies and a few general
pointers for how to teach them.
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
182
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