IMPROVING WEAK LEARNERS DECODING SKILL IN USING CONTEXT CLUES WHILE READING COMPREHENSION OF EFL STUDENTS

Dr. Deepika Nelson; Dr. Julia Devardhi; Dr. Jihan Zayed

Volume : V, Issue : IX, September - 2016

IMPROVING WEAK LEARNERS DECODING SKILL IN USING CONTEXT CLUES WHILE READING COMPREHENSION OF EFL STUDENTS

Dr. Deepika Nelson, Dr. Julia Devardhi, Dr. Jihan Zayed

Abstract :

In this paper the general objective of this study was to develop weak learners� decoding skill in using context clues while reading. Among the first year EFL graduate students, 12 weak learners were selected by using the random sampling techniques and action research was conducted. Qualitative method was used to analyze the data because the data gathered through each tool involved word argumentation. As Bentz and Shapiro (1998) state: �Action research is less a separate culture of inquiry than it is a statement of intention and values. The intention is to change a system, and the values are those of participation, self-determination, empowerment through knowledge, and change.� The requirement of word recognition was documented through assessments revealing students� phonemic awareness, reading fluency, and word recognition skill. An analysis of the problem setting resulted in the selection of three major categories of intervention: assessment and review of phonemic awareness to assure reading readiness; beginning reading instructional course; focus on reading skills and strategies and the word recognition. The analysis of probable cause data revealed that first year graduate students typically lack the skills and strategies necessary for word recognition and reading. Post intervention data indicated an increase in students� phonological and word recognition. The data also showed a substantial improvement in word recognition skills and an increase in the understanding and use of various reading strategies.