| Titre : | EFL Teachers’ Preparedness and Challenges in Supporting Young learners with reading comprehension disabilities : A Case Study on EFL Primary School Teachers in ELWiaam , Laghouat | | Type de document : | texte manuscrit | | Auteurs : | Hadjer Bigaa, Auteur ; Souhila Korichi, Directeur de thèse | | Editeur : | Laghouat : University Amar Telidji - Department of English | | Année de publication : | 2025 | | Importance : | 56 p. | | Accompagnement : | CD | | Langues : | Anglais | | Catégories : | THESES :20 Langue et litterature anglaise
| | Mots-clés : | teacher preparedness ,instructional strategies, reading comprehension
disabilities ,young learners. | | Résumé : | Reading comprehension is considered fundamental in EFL classes; it shapes learners'
understanding of diverse knowledge. Yet, in EFL classrooms, students often encounter
challenges in developing this essential skill, commonly referred to as reading comprehension
disabilities. These challenges, however, can be transformed into strengths when teachers are
well-prepared to intervene using appropriate instructional strategies. By tailoring their
methods to meet learners‘ needs, teachers can enhance reading comprehension abilities,
leading to better learning outcomes and greater academic success. This study aims to explore
teacher preparedness in applying effective evidence-based practices, including instructional
strategies, multi-sensory and Scaffolding strategies, and phonics instruction, to enhance and
support learners' reading comprehension skills. The study employed a mixed-methods
approach, integrating both qualitative and quantitative techniques to obtain comprehensive
and reliable insights. The data were collected through a questionnaire administered to 22
primary school EFL teachers in the Wiaam region of Laghouat, along with classroom
observations carried out in a fifth-grade class comprising 28 pupils. These tools aimed to
explore teachers‘ awareness and attitudes toward implementing instructional strategies to
enhance reading comprehension skills. Out of 28 pupils, five were identified as struggling
readers. The findings highlighted teachers‘ positive attitudes and perspectives regarding their
formal training, which strengthened their preparedness to implement effective instructional
strategies. Such readiness enabled them to better assist young EFL learners with reading
comprehension difficulties and to provide practical solutions that address the main challenges
hindering these learners‘ language development. | | note de thèses : | Degree in English Language Teaching (ELT) |
EFL Teachers’ Preparedness and Challenges in Supporting Young learners with reading comprehension disabilities : A Case Study on EFL Primary School Teachers in ELWiaam , Laghouat [texte manuscrit] / Hadjer Bigaa, Auteur ; Souhila Korichi, Directeur de thèse . - Laghouat : University Amar Telidji - Department of English, 2025 . - 56 p. + CD. Langues : Anglais | Catégories : | THESES :20 Langue et litterature anglaise
| | Mots-clés : | teacher preparedness ,instructional strategies, reading comprehension
disabilities ,young learners. | | Résumé : | Reading comprehension is considered fundamental in EFL classes; it shapes learners'
understanding of diverse knowledge. Yet, in EFL classrooms, students often encounter
challenges in developing this essential skill, commonly referred to as reading comprehension
disabilities. These challenges, however, can be transformed into strengths when teachers are
well-prepared to intervene using appropriate instructional strategies. By tailoring their
methods to meet learners‘ needs, teachers can enhance reading comprehension abilities,
leading to better learning outcomes and greater academic success. This study aims to explore
teacher preparedness in applying effective evidence-based practices, including instructional
strategies, multi-sensory and Scaffolding strategies, and phonics instruction, to enhance and
support learners' reading comprehension skills. The study employed a mixed-methods
approach, integrating both qualitative and quantitative techniques to obtain comprehensive
and reliable insights. The data were collected through a questionnaire administered to 22
primary school EFL teachers in the Wiaam region of Laghouat, along with classroom
observations carried out in a fifth-grade class comprising 28 pupils. These tools aimed to
explore teachers‘ awareness and attitudes toward implementing instructional strategies to
enhance reading comprehension skills. Out of 28 pupils, five were identified as struggling
readers. The findings highlighted teachers‘ positive attitudes and perspectives regarding their
formal training, which strengthened their preparedness to implement effective instructional
strategies. Such readiness enabled them to better assist young EFL learners with reading
comprehension difficulties and to provide practical solutions that address the main challenges
hindering these learners‘ language development. | | note de thèses : | Degree in English Language Teaching (ELT) |
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