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Journal articles on the topic 'Reading difficulties'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Bax, Martin. "READING DIFFICULTIES." Developmental Medicine & Child Neurology 26, no. 2 (2008): 141–42. http://dx.doi.org/10.1111/j.1469-8749.1984.tb04424.x.

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2

Lovett, Maureen W., Maria De Palma, Jan Frijters, et al. "Interventions for Reading Difficulties." Journal of Learning Disabilities 41, no. 4 (2008): 333–52. http://dx.doi.org/10.1177/0022219408317859.

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3

Burcham, Sarah. "Reading development and difficulties." Educational Psychology in Practice 27, no. 3 (2011): 319–20. http://dx.doi.org/10.1080/02667363.2011.603584.

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4

Rispens, Judith. "Reading Development and Difficulties." International Journal of Language & Communication Disorders 46, no. 4 (2011): 495. http://dx.doi.org/10.1111/j.1460-6984.2011.00001.x.

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5

Avdyli, Rrezarta, and Fernando Cuetos. "Reading difficulties in Albanian." Annals of Dyslexia 62, no. 3 (2012): 137–52. http://dx.doi.org/10.1007/s11881-012-0069-1.

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6

Smart, Diana, Margot Prior, Ann Sanson, and Frank Oberklaid. "Children with reading difficulties." Australian Journal of Psychology 53, no. 1 (2001): 45–53. http://dx.doi.org/10.1080/00049530108255121.

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7

MacBlain, Sean F. "Reading development and difficulties." International Journal of Early Years Education 18, no. 3 (2010): 271–72. http://dx.doi.org/10.1080/09669760.2010.521302.

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8

Hulme, Charles, and Margaret J. Snowling. "Children's Reading Comprehension Difficulties." Current Directions in Psychological Science 20, no. 3 (2011): 139–42. http://dx.doi.org/10.1177/0963721411408673.

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9

Alter, Max. "Difficulties in reading Menger." European Journal of Political Economy 7, no. 1 (1991): 93–113. http://dx.doi.org/10.1016/0176-2680(91)90056-9.

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10

Coppins, Natasha, and Fiona Barlow-Brown. "Reading difficulties in blind, braille-reading children." British Journal of Visual Impairment 24, no. 1 (2006): 37–39. http://dx.doi.org/10.1177/0264619606060035.

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11

Conte, Richard, and Rita Humphreys. "Repeated readings using audiotaped material enhances oral reading in children with reading difficulties." Journal of Communication Disorders 22, no. 1 (1989): 65–79. http://dx.doi.org/10.1016/0021-9924(89)90007-5.

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12

Jitendra, Asha K., Lana L. Edwards, Kristin Starosta, Gabriell Sacks, Lisa A. Jacobson, and Claire M. Choutka. "Early Reading Instruction for Children with Reading Difficulties." Journal of Learning Disabilities 37, no. 5 (2004): 421–39. http://dx.doi.org/10.1177/00222194040370050501.

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13

Vaughn, Sharon, Sylvia Linan-Thompson, Kamiar Kouzekanani, Diane Pedrotty Bryant, Shirley Dickson, and Shelley A. Blozis. "Reading Instruction Grouping for Students with Reading Difficulties." Remedial and Special Education 24, no. 5 (2003): 301–15. http://dx.doi.org/10.1177/07419325030240050501.

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14

Bahrudin, Bahrudin, Mohammad Arif Taboer, Sunardi Sunardi, and Endang Rochyadi. "Early Reading Difficulties : A Phenomena in Reading Problems." Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa 7, no. 1 (2020): 16. http://dx.doi.org/10.17977/um029v7i12020p16-19.

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Reading Difficulties in one of challenging which faced by student in elementary school in Indonesia. This research purpose to find variety of challenging by student in early reading. 31 students with early reading problems who comes from 7 elementary school is use as respondent. Data collection is use by informal early reading test which validation with expert in special education needs and Bahasa Indonesia. Finding of this research is almost students with reading problems can read the letters, both vowel and consonant. They have problems in blending between letters become syllable and word.

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15

Martini, Tri, Amalia Hasanah, and Winny Agustia Riznanda. "Students' Difficulties in Reading Comprehension." Jadila: Journal of Development and Innovation in Language and Literature Education 5, no. 1 (2025): 47–60. https://doi.org/10.52760/jadila.v5i1.798.

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Reading comprehension is a fundamental skill that enables individuals to understand and interpret written text. Many students encounter significant difficulties in comprehending text, leading to difficulties in academic performance and overall language development. This study aims to investigate the difficulties in reading comprehension faced by students at MA Patra Mandiri Plaju. The approach used in this study was qualitative. Participants in this study were grade XII students at MA Patra Mandiri Plaju, who were selected using homogeneous sampling techniques. Data were obtained through an in

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16

Rohimah, Siti. "Reading difficulties and factors affecting reading difficulties of students of grade 1 elementary school." LADU: Journal of Languages and Education 1, no. 5 (2021): 189–95. http://dx.doi.org/10.56724/ladu.v1i5.85.

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Background: Learning to read in elementary schools which is carried out at the first grade level is an early stage of reading learning or called beginning reading. Purpose: The purpose of this study was to determine the extent to which new students in elementary school (grade 1) were able to read and to know the difficulties faced by students when reading and its factors. Design and methods: The method used is a qualitative method using descriptive analysis. In this study, researchers went directly to the center of the field individually to obtain data from research subjects, while

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17

Wahyuningsih, Destri, and Ahmad Ridho Muis. "MALE STUDENTS’ READING COMPREHENSION DIFFICULTIES." AL-ISHLAH: Jurnal Pendidikan 12, no. 2 (2020): 360–71. http://dx.doi.org/10.35445/alishlah.v12i2.265.

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The purpose of this research is to find out the factors that influence male students' reading comprehension difficulties on Procedure text at X Class of Madrasah Aliyah Khairul Ummah Islamic Boarding School Batu Gajah. The researcher used Descriptive Analysis Research. In this research, researcher wants to describe the factors that influence male students' reading comprehension difficulties on procedure text at X class of Madrasah Aliyah Khairul Ummah Islamic Boarding School Batu Gajah. This research used the formulation total percentage of the result Internal factors and External factors. Int

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18

Wang, Ching-Huang, Yi-Jou Lin, Yu-Chen Kuo, and Su-Syuan Hong. "Reading to relieve emotional difficulties." Journal of Poetry Therapy 26, no. 4 (2013): 255–67. http://dx.doi.org/10.1080/08893675.2013.849045.

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19

Elkins, John. "Getting Reading Difficulties in Perspective." International Journal of Disability, Development and Education 37, no. 1 (1990): 3–16. http://dx.doi.org/10.1080/0156655900370102.

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20

Stein, J. "The neurobiology of reading difficulties." Prostaglandins, Leukotrienes and Essential Fatty Acids (PLEFA) 63, no. 1-2 (2000): 109–16. http://dx.doi.org/10.1054/plef.2000.0200.

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21

Clemens, Nathan H., Kelsey Ragan, and Oscar Widales-Benitez. "Reading Difficulties in Young Children." Policy Insights from the Behavioral and Brain Sciences 3, no. 2 (2016): 177–84. http://dx.doi.org/10.1177/2372732216656640.

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22

Evans, Bruce J. W. "Colored Filters and Reading Difficulties." Optometry and Vision Science 74, no. 5 (1997): 239–40. http://dx.doi.org/10.1097/00006324-199705000-00002.

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23

Clarke, Paula J., Margaret J. Snowling, Emma Truelove, and Charles Hulme. "Ameliorating Children’s Reading-Comprehension Difficulties." Psychological Science 21, no. 8 (2010): 1106–16. http://dx.doi.org/10.1177/0956797610375449.

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24

Torgesen, Joseph K. "The Prevention of Reading Difficulties." Journal of School Psychology 40, no. 1 (2002): 7–26. http://dx.doi.org/10.1016/s0022-4405(01)00092-9.

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25

Oakhill, Jane. "Children's difficulties in reading comprehension." Educational Psychology Review 5, no. 3 (1993): 223–37. http://dx.doi.org/10.1007/bf01323045.

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26

Henderson, L. M., R. H. Taylor, B. Barrett, and P. G. Griffiths. "Treating reading difficulties with colour." BMJ 349, aug19 12 (2014): g5160. http://dx.doi.org/10.1136/bmj.g5160.

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27

Hoyt, Creig S. "Irlen Lenses and Reading Difficulties." Journal of Learning Disabilities 23, no. 10 (1990): 624–26. http://dx.doi.org/10.1177/002221949002301010.

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28

Snowling, Margaret J. "Reading development and its difficulties." Educational and Child Psychology 15, no. 2 (1998): 44–58. http://dx.doi.org/10.53841/bpsecp.1998.15.2.44.

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The process of learning to read extends over several years and involves the acquisition and coordination of a range of sub-skills. At basics, reading in an alphabetic system involves both building a sight vocabulary and developing decoding skills. The goal of reading, however, is not merely word-level decoding but comprehension which requires the integration of meaning across sentences and within texts, making appropriate use of contextual cues and inferences based on general knowledge. Put this way, learning to read represents a considerable challenge even for the child who comes to the task

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29

Stothard, Susan E., and Charles Hulme. "Reading comprehension difficulties in children." Reading and Writing 4, no. 3 (1992): 245–56. http://dx.doi.org/10.1007/bf01027150.

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30

Elbro, Carsten, Susan Møller, and Elisabeth Munk Nielsen. "Functional reading difficulties in Denmark." Reading and Writing 7, no. 3 (1995): 257–76. http://dx.doi.org/10.1007/bf02539524.

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31

Hawke, Jesse L., Richard K. Olson, Erik G. Willcut, Sally J. Wadsworth, and John C. DeFries. "Gender ratios for reading difficulties." Dyslexia 15, no. 3 (2009): 239–42. http://dx.doi.org/10.1002/dys.389.

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32

Balqis, Muchasanah Nur. "Students’ Difficulties in Reading Comprehension." English LAnguage Study and TEaching 3, no. 1 (2022): 18–24. http://dx.doi.org/10.32672/elaste.v3i1.4734.

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Reading is one of the most challenging language skills for many students. They often find it difficult to comprehend a text they are reading, while in fact, reading comprehension is the indicator that one has mastered reading skill. The aims of this study were to find out the factors behind the difficulties faced by the students of SMP Negeri 16 Banda Aceh in reading comprehension. This was a case study using quantitative descriptive method. The result showed that difficulties frequently faced by the students in comprehending a text were their unfamiliarity with a complex word or vocabulary, d

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33

Ouazib, Samira. "Reading Difficulties and Pedagogical Treatments." Science, Education and Innovations in the context of modern problems 8, no. 7 (2025): 758–65. https://doi.org/10.56334/sei/8.7.77.

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34

Josie, E. Alpitche-Bunda, and E. Pineda Phd Jesusa. "Reading Difficulties and Reading Strategies of Grade 10 Students in the New Normal." International Journal of Social Science And Human Research 06, no. 03 (2023): 1634–37. https://doi.org/10.5281/zenodo.7748302.

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This study utilized the descriptive research design to determine the reading difficulties of one hundred Grade 10 students who scored the least in the reading inventory in a public high school in Negros Occidental in the School Year 2021-2022 in terms of vocabulary and reading comprehension. Furthermore, their reading strategies were investigated. To solicit suggestions for building better reading skills, fifty of the selected respondents were interviewed through convenience sampling. The results reveal the following: (a) The students had difficulty understanding specialized words; (b) The stu

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35

Eirini, Kakoura, and Drigas Athanasios. "Digital Tools for Children with Reading Difficulties." World Journal of Biology Pharmacy and Health Sciences 14, no. 3 (2023): 129–36. https://doi.org/10.5281/zenodo.8317992.

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Numerous literature reviews and meta-analyses have examined the effectiveness of technology-based interventions in enhancing the reading skills of students facing difficulties in this area. However, given the rapid advancements in technology, it is crucial to review the most recent studies and their implementation methods in order to support students who are performing below their peers. This paper aims to consolidate the latest published research on technology-based interventions designed to improve reading abilities in children with reading difficulties. Fluency skills were the primary focus

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36

FEDOROVA, O., Т. SEVERINA, L. ZAKRENYTSKA, and O. HANDABURA. "WAYS TO OVERCOME DIFFICULTIES IN TEACHING READING IN ENGLISH." Current issues of linguistics and translations studies, no. 27 (April 27, 2023): 129–34. http://dx.doi.org/10.31891/2415-7929-2023-27-30.

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The article justifies the importance of the practice of daily reading against the background of consumption of “quick” information from social networks, available video content and television. The relevance and urgency of the formation of reading skills is emphasized in view of the “Strategy for the development of reading for the period until 2032 “Reading as a life strategy”, approved by the order of the Cabinet of Ministers of Ukraine. The article is devoted to the characteristics of difficulties in learning to read in English and the description of ways to overcome them. The authors analyze

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37

Woolley, Gary. "The assessment of reading comprehension difficulties for reading intervention†." Australian Journal of Learning Difficulties 13, no. 1 (2008): 51–62. http://dx.doi.org/10.1080/19404150802093729.

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38

Landis, David, and Elizabeth B. Moje. "INTRODUCTION: (RE)READING STUDENTS' DIFFICULTIES WITH READING AND WRITING." Reading & Writing Quarterly 19, no. 3 (2003): 199–204. http://dx.doi.org/10.1080/10573560308212.

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39

Al Dahhan, Noor Z., John R. Kirby, and Douglas P. Munoz. "Understanding Reading and Reading Difficulties Through Naming Speed Tasks." AERA Open 2, no. 4 (2016): 233285841667534. http://dx.doi.org/10.1177/2332858416675346.

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40

Korotka, Nataliia, and Oksana Ternova. "RELEVANCE OF FORMING THE SKILLS OF MEANINGFUL READING OF TEXTS IN THE SPECIALTY IN A NON-LINGUISTIC UNIVERSITY." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 13(81) (2022): 221–23. http://dx.doi.org/10.25264/2519-2558-2022-13(81)-221-223.

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The paper deals with the study of the features of forming the skills of meaningful reading of professional-oriented texts in a non-linguistic university. Within the framework of the study, the essence of the reading process, linguistic difficulties in reading professional-oriented texts in a non-linguistic university are considered, and the main methods of overcoming linguistic difficulties in reading professional-oriented texts in a non-linguistic university are described. The purpose of the work is to determine the ways and methods of forming the skills of meaningful reading of professional-

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41

UNDHEIM, ANNE MARI, and ANNE MARI SUND. "Psychosocial factors and reading difficulties: Students with reading difficulties drawn from a representative population sample." Scandinavian Journal of Psychology 49, no. 4 (2008): 377–84. http://dx.doi.org/10.1111/j.1467-9450.2008.00661.x.

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42

Seng, Hui Zanne, Nor Azhar Mohd Taib, Muhammad Usamah Mohd Ridzuan, and Norliza Che Mustafa. "Reading Difficulties and Reading Strategies among French Learners in Malaysia." e-Jurnal Penyelidikan dan Inovasi 12, no. 1 (2025): 24–40. https://doi.org/10.53840/ejpi.v12i1.216.

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In the global context, the acquisition of foreign language skills is increasingly vital for effective communication. However, learners often face challenges in achieving language proficiency and academic success, with reading difficulties identified as a critical obstacle. Reading, a critical receptive skill, demands decoding for effective comprehension. Insufficient reading abilities can lead to subpar academic achievement and misinterpretation of information, highlighting the necessity of implementing effective reading strategies. This study addresses the lack of research on reading difficul

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43

Nurmalasari, Nadia, and Acep Haryudin. "THE STUDENTS’ DIFFICULTIES IN LEARNING READING." PROJECT (Professional Journal of English Education) 4, no. 1 (2021): 29. http://dx.doi.org/10.22460/project.v4i1.p29-34.

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Based on the occurrences in the field that reading has main role as one of the skill in English. The students must fluent in reading skill because it can help them to referring meaning on their read.This research aimed to find out causes of the difficulties that faced by the students in learning reading and look for answering the problem during learning process. The research using descriptive qualitative to get the problem solving of the research. The data collection of the research are test use to analyse the problem of the students during the reading test and questionnaire use to discover th

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44

Martina Napratilora, Mardiah, and Nova Adi Kurniawan. "Reading Comprehension Difficulties on English Descriptive Text." EDUJ : English Education Journal 2, no. 1 (2024): 19–24. http://dx.doi.org/10.59966/eduj.v2i1.874.

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Research aims were knowing about reading comprehending of reading difficulties on English text and the solutions. It was focus on five reading aspects in comprehending, they were main idea, topic sentence, vocabulary, inference, and referent. This research was a library approach with descriptive qualitative method. Research subject was relevant literatures sources and data on the same issue to reading comprehension difficulties on English text. the research show that learners have problematic in analyzing main point in every paragraph, confused in finding topic sentence, wrong words meaning ma

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45

Lyon, G. Reid. "Reading Development, Reading Difficulties, and Reading Instruction Educational and Public Health Issues." Journal of School Psychology 40, no. 1 (2002): 3–6. http://dx.doi.org/10.1016/s0022-4405(01)00091-7.

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46

Ha, Sung Min, and Jin Oh Choi. "The Effect of Game-based Reading Activities on Reading Fluency and Attitudes of Elementary Students with Reading Difficulties from Multicultural Families." Crisis and Emergency Management: Theory and Praxis 14, no. 2 (2024): 49–62. http://dx.doi.org/10.14251/jscm.2024.2.49.

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The purpose of this study was to examine the effects of game-based reading activities on the reading fluency and attitudes of elementary school students from multicultural families with reading difficulties. A multiple probe baseline design across subjects was used with three second-grade elementary school students from multicultural families struggling with reading in order to investigate the effect of game-utilized reading activities on their reading fluency and attitude. After the intervention, it was found that the reading fluency of all participating students had improved compared to the

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47

Oktari, Nimas Laras, Musli Ariani, and Siti Masrifatul Fitriyah. "Identifying Reading Difficulties and Strategies Among EFL Learners in Intensive Reading." EFL Education Journal 11, no. 2 (2024): 248. http://dx.doi.org/10.19184/eej.v11i2.51435.

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Intensive reading helps students to understand the meaning of a word and is one of the college courses that is useful in learning. In this study, the researcher identified the difficulties and strategies used by EFL learners in intensive reading. The objective of this research was to identify the difficulties and the strategies used by EFL learners in intensive reading. The research used a qualitative case study that attempted to identifying reading difficulties and strategies among EFL learners in intensive reading. The researcher analyzed the data using thematic analysis model adopted from B

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48

Chumairoh, Nur, and Sukardi. "Initial Reading Difficulties in Second-Grade Elementary School Students." Jurnal Pendidikan dan Pengajaran 56, no. 3 (2023): 569–80. http://dx.doi.org/10.23887/jpp.v56i3.66563.

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Beginning reading is an ability that students must master in elementary school. In the implementation process, students who still have difficulty in beginning reading are sometimes found. These difficulties become an obstacle in the student's learning process because success in mastering reading skills at the initial reading stage will impact the development of subsequent reading skills. This research aims to analyze the types of initial reading difficulties in students, the factors that influence initial reading difficulties in students, and the efforts made by teachers to overcome initial re

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49

Ramadhianti, Agustina, and Sugianti Somba. "READING COMPREHENSION DIFFICULTIES IN INDONESIAN EFL STUDENTS." Journal of English Language Teaching and Literature (JELTL) 6, no. 1 (2023): 1–11. http://dx.doi.org/10.47080/jeltl.v6i1.2477.

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Getting knowledge by reading is one of the prominent ways, and reading comprehension is a skill to help students in learning process. In fact, there are many EFL students have some difficulties in reading comprehension. The objective of this study is to analyze the students’ difficulties in reading comprehension skills. Descriptive qualitative method is used in this study, and by using purposive sampling, 98 students of Basic Reading Class at English Education Program in University of Indraprasta PGRI were engaged. The data collected by administering the questionnaires, then it was analyzed to

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50

Anwar, Indry Widyasti, and Sartika Putri Sailuddin. "ACADEMIC READING DIFFICULTIES IN HIGHER EDUCATION." Journal of Languages and Language Teaching 10, no. 2 (2022): 309. http://dx.doi.org/10.33394/jollt.v10i2.4849.

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Academic reading is one of the challenges commonly faced by university students especially EFL learners. This study aims to identify academic reading difficulties in higher education focusing on Indonesian university students. It used mixed-method by collecting quantitative data from close-ended questionnaires and qualitative data from one open-ended question. In this study, 60 students were asked to rate the reading aspects listed in the questionnaires based on its level of difficulty and provide commentaries as well as possible additional aspect. The statistic results showed that overall stu

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