Identifying Barriers to the Acquisition of English Reading Skill: A

Study Conducted on Primary Level Students in Mirpur, Dhaka

A thesis submitted to the Department of English, Bangladesh University of Business and

Technology in partial fulfillment of the requirements for the degree of MA in ELT

Researcher

Mousumi Adhikary Mini

ID: 15162302002
Program: MA in ELT
Intake 24th
Semester: Summer, 2017

Supervisor

Md. Shirazur Rahman

Lecturer in English, BUBT

Department of English

Bangladesh University of Business and Technology (BUBT)

Date of submission: 25.05.2017

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Dedicated to my

Beloved

Mother

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 Declaration

I do hereby declare that the dissertation entitled ‘Identifying Barriers to the Acquisition of

English Reading Skill: A Study Conducted on Primary Level Students in Mirpur, Dhaka‟ in

partial fulfillment of the requirements for the degree of MA in ELT is my original work. Neither

the whole nor any part of it was submitted to any other university or institute for any other

degree or diploma. My indebtedness to other works has been duly acknowledged at the relevant

places.

__________________________

(Mousumi Adhikary Mini)

Program: MA in ELT

Intake 24th

Semester: Summer, 2017

ID: 15162302002

Course Code: ELT-512

Department of English

Bangladesh University of Business and Technology (BUBT)

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 Certificate

It is my pleasure to certify that the dissertation entitled ‘Identifying Barriers to the Acquisition of

English Reading Skill: A Study Conducted on Primary Level Students in Mirpur, Dhaka‟

submitted by Mousumi Adhikry Mini to Department of English, Bangladesh University of

Business and Technology (BUBT), Bangladesh in partial fulfillment of the requirements for the

degree of MA in is an original piece of research done under my supervision. To the best of my

knowledge, this dissertation was not previously submitted for any diploma/degree/fellowship to

any other University/ institute. The materials obtained from other sources have been duly

acknowledged in the thesis.

This dissertation is recommended and forwarded to Bangladesh University of Business and

Technology (BUBT), through the Department of English, in partial fulfillment of the

requirements for the degree of MA in ELT.

_______________________________

(Md. Shirazur Rahman)

Lecturer in English, BUBT
Department of English

Bangladesh University of Business and Technology (BUBT)

& Supervisor

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 Acknowledgement

At first I would like to express my gratitude to the Almighty whose mercy enabled me to

complete this thesis successfully. I would also love to thank the Department of the English of

Bangladesh University of Business and Technology (BUBT) for giving me the chance to conduct

this work.

I would like to thank my husband and mother for allowing me to realize my won potential. All

the support they provided me over years was the greatest gift anyone has ever given me. Also I

need to think them as they taught me value of hard work and education. Without their

encouragement, I may never get to where I am today.

I am grateful to some people who worked hard with me from the beginning till the completion

of the present research such as my supervisor Mr. Md. Shirazur Rahman, who was always

generous during all phases of research.

Special thanks extended to Ms. Rasheda Naznin, Mr. Kazi Abubakar Siddique, Ms Farhana

Bhuiya, Ms Farhana Easmin Mitu, Md Sabbir Ahmad for their cooperation.

I would also acknowledge my friends for their valuable advices and cooperation in doing my

research work. I am also very grateful to the students and the honorable teachers of various

schools for their cooperation. My heartfelt thanks go to all those persons who assisted me in

various ways from time to time to complete the work successfully.

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 Abstract

This study investigates an important area of English language teaching and learning. The

dissertation entitled‟ Identification of Barriers Affecting English Reading Skills: A Study

Conducted on Primary Level Students in Mirpur, Dhaka‟. It also examines the reading syllabus

and reading materials used at the primary level. It discusses the recent developments in reading

pedagogy. It also presents an evaluation of teaching the different sub-skills of reading and then

through an empirical study examines whether both higher and lower order sub-skills are covered

in the reading syllabus and taught properly in the school. The empirical investigation examines

whether the modern methods of reading pedagogy are used in teaching reading in this area. The

methods for empirical investigation in the study include students‟ and teachers‟ survey, students‟

and teachers‟ interview, classroom observation and administering reading tests. Reading

components of the syllabus and the reading materials are also evaluated. The findings show that

students present level of reading is not up to the mark, the reading pedagogy used in the country

is also backdated. This survey found that the reasons behind the incompetency in reading skill

are the influence of mother tongue, lack of vocabulary, lack of practice, unfavorable

environment, teacher‟s non-cooperation, shyness, fear, language fossilization etc. at the end of

paper some function measure are suggested.

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 Contents

Declaration

Certificate

Acknowledgement

Abstract

Contents

List of figures

Chapter 1: introduction

1.1 Prelude

1.2 Background

1.3 Statement of the problem

1.4 Research Question

1.5 Objectives of the study

1.6 Significance of the study

Chapter 2: literature Review

2.1 Theoretical Framework

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2.2 Relevant Research in General

Chapter 3: Methodology of the Empirical investigation

3.1 Prelude

3.2 Nature of the Research

3.3 Data Collection Method

3.4 Data sources

3.4.1 Primary Data

3.4.2 Secondary Sources of Data

3.5 Process of Data Collection and Analysis

3.5.1 Data Analyzing Tools

3.5.2 Data Presentation Tools

3.6 Sampling

3.6.1 Sample size

3.6.2 Sampling Procedure

3.7 Instrument of the Study

3.7.1 Questionnaire for the students

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 3.7.2 Interview with the Students

3.7.3 Focus Group Discussion

Chapter 4: Data Processing and Analysis

Chapter 5: Summary of the findings

Chapter 6: Recommendation and Discussion

Chapter 7: Conclusion

Works Cited

Appendix

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 Chapter 1

INTRODUCTION

1.1 Prelude

Language is our primary source of communication. It's the method through which we share our

ideas and thoughts with others. Some people even say that language is separates us from animals

and makes us human. There are thousands of languages in this world. Countries have their own

national languages in addition to a variety of local languages spoken and understood by their

people in different regions. Some languages are spoken by millions of people, others by only a

few thousand.

There are several factors that make the English language essential to communication in our

current time. First of all, it is the most common foreign language. This means that two people

who come from different countries usually use English as a common language to communicate.

That‟s why everyone needs to learn the language in order to get in touch on an international

level. Speaking English will help us communicate with people from countries all over the world,

not just English-speaking ones. English is essential to the field of education in Bangladesh. In

Bangladesh children are taught and encouraged to learn English as a second language. At the

university level, students in our country study many subjects in English in order to make the

material more accessible to international students.

On the Internet, the majority of websites are written and created in English. Even sites in other

languages often give us the option to translate the site. More newspapers and books are written in

English than in any other language, and no matter where in the world we are, we will find some

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of these books and newspapers available. In fact, because it is so dominant in international

communication, we will find more information regarding nearly every subject if we can speak

this language. In Bangladesh 18% people speak in English and total English speakers are

29,398,158. (wikipedia.org/wiki/List_of_countries_by_English-speaking_population).

So English plays an important role in our everyday life. There is great utility of English in

modern world. English remains a major medium of instruction in schools. There are large

numbers of books that are written in English language. If English is abolished today, it will affect

the education system in Bangladesh.

1.2 Background of the Study

The ability to read is one determiner of students' success or failure. They must form the habit of

reading to perform well in all subjects. A good reader has a better opportunity for greater

achievement. Ajibola,(2006) states that a reading habit is cultivated by individuals who are ready

to give their all to it.

The skill acquired in reading can promote the acquisition of language skills like listening,

speaking, and writing. Some primary school pupils find it difficult to read and understand despite

the fact that reading is obligatory. Some show a carefree attitude towards reading. This problem

is not peculiar to primary schools, but pertains to all categories of readers. Reading difficulties

among primary school learners is an issue of concern in any society (Snow, Burns and Griffin,

1998). Reading is considered to be a basic need in the modern world of science and technology.

Many children in Bangladesh‟s lower primary schools lack proper reading skills and cannot read

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properly. Some learners have dropped out of school without acquiring the necessary reading

skills while others read without understanding what they are reading (Kuutondokwa, 2003, p . 8).

Some English teachers are lagging behind in their approach to teaching reading comprehension.

The effect is poor performance among students. These teachers lack methods of imparting

reading skills to pupils. The condition is so bad that some pupils find it difficult to read and

understand a simple sentence. Amutheazi (2000) notes that there is an urgent need to investigate

into the causes of poor reading comprehension among our pupils with a view to finding a lasting

solution to the problem

Attitudes and motivation play a big role in reading (Cambria & Guthrie, 2010; Seitz, 2010).

Reading itself is considered as the mother of all skill. Grabe (2002) states that one of the most

important skills in academic settings is reading ability in a second language (L2) as new

information is learned, and alternative explanations and interpretations about this information are

obtained through reading. Similarly, Anderson (2003) states that reading is the most important

skill to master in order to ensure success in learning.

Over the last part of twentieth century, ELT methodology has developed very rapidly and has

been subject to change and controversies. Communicative Language Teaching (CLT) has

become a buzzword in the field of English Language Teaching (ELT) in Bangladesh. The

majority of the language teachers today identify CLT as their preferred language teaching

methodology. Communicative approach to teaching and learning English has been a significant

development at present. In Bangladesh also this approach is used in NCTP (National Curriculam

and Textbook Project ), PERC(Primary Education Research Council) etc.

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1.3 Statement of problem

Reading is an essential skill for learners in English as a Foreign Language (EFL) context, and

foreign language reading comprehension is an interactive and complex process influenced by

linguistic and cognitive factors, social and cultural factors, and affective and motivational factors

(Lu 1989, Xu 1999). Strengthened reading skills enable EFL learners to make more progress and

obtain greater development in all academic domains (Anderson, 1999). Although much

importance has been attached to reading by teachers and learners in Bangladesh and it is claimed

that reading as a skill is developed through CLT approach, the effects of reading instruction and

learners‟ reading abilities are not satisfactory in the Bangladeshi EFL context nor has there been

any research into assessing the students‟ reading proficiency.

Richards (2006) commented that “language teaching has seen many changes in ideas about

syllabus design and methodology in the last 50 years and CLT prompted a rethinking of

approaches to syllabus design and methodology.” In Bangladesh, CLT is a more recent trend.

CLT was officially introduced in Bangladesh in 1997. Since its inception, projects like English

Language Teaching Improvement Project (ELTIP), Secondary Education Quality and Access

Enhancement Project (SEQAEP), and English in Action (EIA) have been undertaken for training

only school teachers for a very limited period of time which is certainly not enough for changing

the teachers‟ mindset, classroom teaching styles and classroom roles. Textbooks for primary

level named English for Today were produced. The books are student-centered, activities

oriented. Each lesson has a number of activities which are meant to involve the students in

reading, writing, speaking and listening. But unfortunately neither the teachers nor the students

are interested in practicing these communicative activities; the main reason for this is that the

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tests which are currently being administered focus on only the reading and writing skills. At

these levels the question patterns for both English 1st and 2nd papers are determined and

prescribed by the National Curriculum and Textbook Board (NCTB), Bangladesh.

The Bangladeshi education system is wholly exam-oriented; therefore, the two other important

skills are not taken seriously at all and are not practiced or assessed (Chaudhury 2011a). Students

are mostly interested in solving, practicing and memorizing the examination-style, model test

questions. The main objective is to obtain a good grade, not to learn English for communication.

Therefore, students‟ results are very good as a large number of students are getting „A+‟ and „A‟

grades in English, but their test scores do not indicate their actual English proficiency levels

(Shahidullah 2012).

Reading component of English course in the country focuses on understanding word meaning

and answering specific questions which students mostly get done by private tutors or at coaching

centers. At no stage of the whole education system, students are encouraged to process the

information from texts by themselves through an intellectual engagement, analysis and

interpretation of the text. Reading is not taught properly in scientific methods. Teachers also do

not have necessary training for that. Greenwood (1998: 5) rightly points out that, teachers fail to

recognize the potentiality of reading, and they neglect and/or ignore it in the classroom.

According to him, the responsibility of this failure goes to the attitude first of the teacher and

then of the students. The most acknowledged cause of failure of the students in effective reading

is the lack of vocabulary. Many students inspired by friends or guided by teachers sometimes try

to read a book but soon they lose the eagerness and interest with which they start reading the

text. In every paragraph, or even in every sentence, or every phrase they come across some new

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words, which create a constant barrier for them to understand the meaning. Sometimes, they do

not understand long sentences, and they miss the links between parts of a text. As a result, they

lose their patience and their interest, and they give up reading. Sometimes they may feel inspired

to look up the words in the dictionaries, but checking the dictionary too many times proves

boring, and at last, their enthusiasm for reading the text dies down. ( Rahman Md. Hamidur,

DEPARTMENT OF ENGLISH UNIVERSITY OF RAJSHAHI RAJSHAHI, BANGLADESH)

As far as the learning outcome in terms of English proficiency is concerned, their proficiency is

at the upper elementary level and the majority of the high scorers are not proficient users of

English at all, and the main goal of CLT which is communicative competence is not being

achieved at all (Shahidullah 2012). Most of the students are not good at any of the skills: reading,

writing, speaking and listening, which we need for our survival today; and they are not really

prepared for the vast amount of reading and writing required at the tertiary level of education

(Chaudhury 2011a). Most Bangladeshi teachers are still not sure what communicative approach

is, what it really involves, what its language and learning theories are, why it is considered better

than what was being done for a long time earlier. Many English teachers did not receive any

training regarding implementing CLT. It is not surprising that the teachers imitated their teachers

and took the age-old, traditional roles as lecturers in class. Likewise learners feel uneasy about

being more active in class and taking responsibility for their own learning as the concept of

“learner autonomy” contradicts the established, traditional role of Bangladeshi students

(Chaudhury 2011b).

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1.4. Research Questions

Some research questions arise while dealing with the research problems. These questions justify

the rational objectives of the study. They also indicate the things that going to be focused on in

the study. The research questions are the following;

1. What are the problem students of primary level face while attempting to develop reading

skill?

2. What should be done to develop the reading skills of the students?

3. Does the physical home environment have a negative effect on one‟s reading ability?

4. Is there a significant relationship between teachers‟ ability to identify specific reading

errors and actual performance of learners?

1.5. Objectives of the study

The following were the main objectives of the study:

1. To identify the factors creating reading difficulties for the primary level learners in

English.

2. To identify strategies used to address reading difficulties among the primary level students.

3. To identify challenges faced by teachers in teaching English reading to the primary level
learners.

4. To find out possible solutions to reduce the barriers of reading for the students.

1.6 Significance of the Study

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Reading is an essential life skill. When these students attend college, vocational training (e.g.,

mechanic schools, cooking school), or apply for jobs, they will need to be proficient readers. It is

widely accepted that reading is essential to provide a strong academic base for students. There is

a large body of research on the skills students need to learn to read; however, the majority of

current research focuses on elementary school students.

There have been significant developments in the theories and practices of reading, in the world in

the last three or four decades. It is important to examine those developments for insights that can

help us bring about significant changes in reading pedagogy in Bangladesh. Research in this field

is very significant for Bangladesh because standard of education of a country depends on

students reading proficiency in English. For meaningful education, it is very important to

improve the reading proficiency of learners in English. It is equally important to examine the

present state of students, reading skills in bangla, to identify the problems and address those to

improve the overall situation in the interest of country. It is admitted that higher education of the

country suffers a setback because of the student‟s poor level of reading proficiency. To improve

the situation in the

country, some measures must be taken to identify the problems, address them and improve the

situation. This study is an attempt to do so. Therefore, the study will be great significance and

interest for the country as a whole.

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 Chapter 2

Literature review

2.1 Theoretical Framework

2.1.1 Reading
The term reading refers to the process of recognition, interpretation and perception of written

materials. Sheng (2000, p. 13) defines reading as the process of communication between the

reader and the writer which involves the recognition of letters, words, phrases and clauses.

2.1.2 Reading Difficulties

Lovett, Steinbach & Frijters (2000:335) state that a reading difficulty is an individual‟s failure to

acquire rapid, context-free word identification skills, whilst for Shaywitz & Shaywitz (2004:8) it

is characterized as an unexpected obstacle in reading for children who possess the intelligence,

motivation and education necessary for developing accurate and fluent reading. The term

„reading difficulties‟ is, in most instances, equated or used synonymously with „reading

problems‟, and in the context of this study the former

refers to problems associated with reading, whether it be the mechanical skill of the reading

process or the comprehension of what is being read.

2.1.3 Reading Efficiency

According to Hayland (1995, p. 107), reading efficiency is a “method of approaching every

reading task with a clear purpose and with the flexibility to adjust the reading strategy to the

purpose at hand”.

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2.2 Relevant Research in General

Reading is not only a cognitive, psycholinguistic activity, but also a social activity. Reading is a

complex cognitive process requiring visual, auditory and motor skills to enable a child to

recognize words and symbols, to associate them with the appropriate sounds and to invest them

with meaning derived from previous experience. It has been established by Morris (1966) in

Reid and Donaldson (1977) that reading achievement is related to the skill of the teacher, and

that the child taught by untrained, inexperienced and unskilled teachers tend to be especially

backward in reading (Reid and Donaldson, 1977, p. 62).

Students who consistently read for their own interest are often quite competent and are usually

highly achieving readers. Wigfield and Guthrie (1997) documented that students who are

intrinsically motivated spend 300% more time reading than students who have low intrinsic

motivation for reading. Compared to 10 other motivations, intrinsic motivation for reading was

most highly associated with whether or not students read widely and frequently on their own

accord.

Another reason students read in school is external pressure. Often students say that their reason

for reading is that "The teacher assigned it," or "I'll get in trouble if I don't." In this case the

reason for reading is external motivation (Ryan & Connell, 1989). This reason is not chosen by

the student and this reading will be avoided if possible. An extremely widespread research

finding is that internal motivations (interest, intrinsic motivation) are positively correlated with

reading achievement, and external motivations (pressure, requirements, rules) are not correlated

with reading achievement (Guthrie & Coddington, 2009).

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The problem addressed in this study is that many school teachers are unaware of, or mistaken

about, specific strategies and practices that actually motivate their students to read, and that what

motivates one group of students may not motivate another. Content-area teachers are often

unaware that although they may not have been trained in teaching reading strategy and may feel

as though teaching reading is not their job, it is an expectation that could largely be met by the

implementation of motivational strategies. When teachers do not employ motivational strategies,

they miss an opportunity to engage students in reading, ultimately contributing to the decreasing

rates of literacy in high schools (National Council of Teachers of English, 2007).

Lovett, Steinbach & Frijters (2000:335) state that a reading difficulty is an individual‟s failure to

acquire rapid, context-free word identification skills, whilst for Shaywitz & Shaywitz (2005:8) it

is characterized as an unexpected obstacle in reading for children who possess the intelligence,

motivation and education necessary for developing accurate and fluent reading. The term

„reading difficulties‟ is, in most instances, equated or used synonymously with „reading

problems‟, and in the context of this study the former refers to problems associated with reading,

whether it be the mechanical skill of the reading process or the comprehension of what is being

read.

There seems to be great controversy on what the causes of reading difficulties are. Some

scholars relate reading difficulties to neurological factors while others relate them to

environmental factors. Discussions have been held in the United States of America and

Scandinavian countries to find out whether reading difficulties are caused by psychological or

neurological factors (Maruyama, 2007). Reading difficulties are complex and the causes are

difficult to pin point. Maruyama (2007) cites three considerations which support the view that

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reading difficulties are caused by neurological factors. These are, disorientation and

disorganization in the recognition of visual patterns due to brain damages, hereditary relationship

of reading disability and the interrelationship between visual, auditory, temporal and kinesthetic

disorientation and disorganization. Mando (2008) indicates that reading failure is mainly caused

by failure to acquire phonological awareness and skills in alphabetical coding. Ojanen (2007)

says reading difficulty can be a result of inadequate teaching. Teachers have a lot of work in

teaching literacy skills so that a lot of children would become fluent readers. Environmental

factors also contribute to one having reading difficulties. For example, the home and school

environments. If there is no one to motivate the child at home as well as in school, it will be very

difficult for a child to develop interest in reading. Furthermore, teachers also have their own

perceptions of what causes reading difficulties.

According to Paananen, et. al (2009), the home environment plays a role on pupils‟ reading

ability. It can affect someone either positively or negatively. In the home environment, there are

many factors which can cause someone to have reading difficulties. These include; mother

tongue interference, lack of motivation, lack of text books and reading materials, parents‟

literacy levels, effects of poverty ( e. g poor nutrition, lack of proper furniture for studies),

kind/nature of lighting system, lack of support by parents or guardians and the community at

large. The home environment is very important for a child‟s growth in all aspects of life and this

includes education. For one to thrive academically, a conducive home

environment is very cardinal.

According to Kalindi (2005), It is very common in a classroom situation to find both slow and

fast learners. Some are good in reading while others are poor readers. In this kind of situation, it

all depends on the teacher to use those methods of teaching reading which will help the poor
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readers. Unfortunately, most of the teachers do not have adequate knowledge on how to help

such learners with special needs. The kind of training that teachers get does not adequately

prepare them to handle all pupils according to their needs. Most pupils require close supervision

if they are to perform better in academic work. As a result, even when the teacher knows that a

particular pupil is a poor reader, s/he is not in a position to help. From this scenario, it can be

said that, teachers use the same method of teaching for all pupils in a classroom despite one

being a good or poor reader. All the necessary materials can be in place but this will not help

improve the skills of poor readers as long as the teacher, who is the key person in this whole

process is not competent enough to help the poor readers (Kalindi, 2005). This means that the

poor readers are not given a chance to improve themselves where reading is concerned. The good

readers have an advantage in this case and the poor readers are left out of the learning process.

Teaching normally starts with the smallest and easiest things and children learn to read and write

longer and more complicated things as time goes by (Lyytinen, 2006). Learning to read is a

gradual process. Today, a child will learn to read letters in the alphabet, the next day the child

will be able to read words, then sentences and so on.

It is important to note that most teachers work under harsh conditions such as, attending to so

many classes in a day, too many pupils in one classroom, inadequate reading materials and

experiencing irregular attendance at school by pupils (MoE, 1992). Furthermore, there are no

incentives to motivate the teachers especially those in remote areas. As a result, such teachers

will have no drive to concentrate on poor readers. It is up to the pupil whether s/he has

understood or not. The methods of classroom approaches to reading , such as the „look and say‟

method, resulted in most pupils in primary schools‟ level of reading in English to be inadequate

for learning to take place (Kalindi, 2005). There is also the Primary Reading Programme (PRP)

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whose aim is to provide child centred classroom instructions. However, it has not been easy to

attain this goal due to the high number of pupils in classrooms hence making it difficult for

teachers to offer education on a one-to- one basis for those children with special needs

(Matafwali, 2005). The classrooms are just too crowded hence stressing the teachers. These

disadvantages those pupils with special needs as teachers are too tired to concentrate on such

pupils on an individual basis as earlier mentioned.

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 Chapter 3

Methodology of the Empirical investigation

3.1 Prelude

The previous chapter reviewed related literature to the study in order to guide the development of

the research methodology which is given in this chapter. A successful requires empirical

investigation that is suitable research methodology and instrument have to be used by the

researcher. Empirical research is important because it helps to support or reject the hypothesis,

statement in the theoretical argument of the study. The Empirical research of the study focuses

the problems students face during their reading, the reading pedagogy, materials and test

currently in use in the classes, present state of the reading skills of the students at the primary

level, and teacher‟s role in conducting reading activities in the class. This chapter includes

detailed description of the design and construction of the research instruments, the sampling plan

of the empirical analysis, the process of the administration of the study, and the method of

processing and analyzing the collected data.

3.2 Nature of the Research

The nature of this research is descriptive as well as explanatory. It is focused on problem of

reading and development of reading skill of the primary level at Mirpur, Dhaka. The research

24
that reveals a kind of social situations, events of system is called descriptive research. The study

observes status of reading skill of the students of primary level at Mirpur, Dhaka in Bangladesh.

3.3 Data Collection Method

This study has followed mixed method where the focus is on the groups, communities,

individuals, etc. So the researcher has employed survey questionnaire for students, interview for

students and focus group discussion with students for collection data conduct the research. For

surveying the field, different structured questionnaires have been constructed for students.

Besides interview formats have been prepared for both students and teachers. Several types of

methods are used to collect data for a thesis. The important methods include:

I. Questionnaire

II. Interview

III. Observation method

IV. Evaluation of the syllabus, materials and tests

Though this method of data collection is very expensive, it is very useful in extensive enquires

and led to fairly reliable results.

3.4 Data sources

Data sources refer to sources from where data are collected. Generally, data sources are of two

kinds:

25
a) Primary data sources b) Secondary data sources. In the present research, both kinds of data

sources have been used to collect data.

3.4.1 Primary Data

As primary sources of data, questionnaire of students, focus group discussion and interview with

the students and teachers have been included. The most important evidence of the primary source

is the rating of the students reading performance in classroom. Real condition of the reading

performance of students has been extracted through planned sheets of rating their fluency and

accuracy by skilled and experienced teaches.

3.4.2 Secondary Sources of Data

Different sources like books on reading, dissentions, documents different journals, research

methods, internet, websites, etc. has been used as secondary sources of data in the study.

3.5 Process of Data Collection and Analysis

The nature of the research is descriptive, explanatory as well as qualitative and quantitative. Both

the primary and secondary sources of data have been used to collect data. Through analysis of

documents, survey with planned questionnaire, and interview with the respondent have been

used to collect qualitative and quantitative data. The researcher physically participates in

ongoing class to observe classroom reading. The data from primary sources have been collected

students, teachers, and classroom observations. To collect data from primary sources have been

26
analyzed through the process of qualitative and qualitative methods using pie chart, question and

title

3.5.1 Data Analyzing Tools

Frequency distribution and percentage have been used to analyze the collected data for the

objective of the proposed research. Different statistical tools frequency distribution, percentage,

pie charts, graphs test, question title, and diagram have been used to interpret quantitative data

and to analyze qualitative data. Logical description has also been used in different phases.

3.5.2 Data Presentation Tools

The data collected and analyzed for the research have been presented through graphs test, pie

charts, question, title etc.

3.6 Sampling

The sampling is the group of participants whom the researcher actually examines in an empirical

investigation, Manheim says (1977), “a sample is a part of population which is studied in order

to inferences about the whole population”.

3.6.1 Sample size

To conduct the present research 100 students have been taken as a sample. Besides, 20 teachers

have been interviewed.

3.6.2 Sampling Procedure

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Owing to the fact that the focus of this study was to identify reading difficulties amongst the

primary level learners, the study population consisted of primary school pupils. For the student‟s

questionnaire survey four schools have been chosen. The study has been conducted on 100

students and 20 teachers participated in the study. For the learners, the sample was chosen using

simple random sampling because it provides an equal chance of being selected.

3.7 Instrument of the Study

Three instruments have been used in the present study, which are survey questionnaire for

students and teacher, interview questionnaire for taking interview of students and interview of

teachers. Besides these, questionnaire for focus group discussion with the students have been

applied as instruments in the study to collect data.

3.7.1 Questionnaire for the students

Questions of the questionnaire for students set with the view to collect information about their

opinion on speaking skills, ability to read, use of English in classroom, participation on any

English reading course, opinion on the syllabus and text books. Thus its help the researcher to

know the real picture of the students development and attitudes regarding English reading. The

questionnaire has been prepared based on mainly close ended question.

3.7.2 Interview with the Students

The researcher also feels the need to use interview methods over the students. All the students

highly cooperated the researcher to collect additional data throw interview. Interviews with the

28
students are set to collect information about their inclination for reading English, use English

inside and outside the classroom with their friends, classmates, teachers, acquaintances or other.

3.7.3 Focus Group Discussion

To get qualitative data, the researcher conducted focus group discussions of the students of

primary level

3.7.4 Questionnaire for the teachers

The teacher questionnaire was used to get particulars of the teachers as well as their educational

qualifications. In addition, the teacher questionnaire was used to assess how teachers identified

learners with reading difficulties.

3.7.5 Interview with the teacher

Besides using the above mentioned instruments of the study, the researcher feels the need to use

interview methods over the teachers. All the respected teachers highly co-operated the researcher

to collect additional data through interview. Interviews with the teachers are set with a view to

collect information about the student‟s inclination for reading English. Their rate of development

of reading skill and the barriers they may face while reading English. The researcher has also

planned to know what else can be done to motivate the students more, what else can be done by

the authority and so forth during interview.

29
 Chapter 4

Data presentation and analysis

Introduction

In this chapter the data that were collected are presented, analyzed and discussed according to the

objectives that guided the study. The results were presented under objectives and mostly through

the use of Chart. In order to ensure that the information collected on the reading difficulties

experienced by the teachers and primary level learners of English as a Second Language under

investigation was reliable and consistent, data were collected through close ended and open-

ended questions.

1. Presentation and analysis of students’ response

1.1. Mostly used language in the class

In order to encourage reading skill, they can use any language. This very specific question was
asked to know if they have to use English or any other language in the classroom. The answer
was that 5% respondents use English, 75% respondents use Bangla, 25% respondents use Both,
and 0% respondents use other language in the class.

Figure: Which language is mostly used in your class?

30
1.2. Mostly used language at home

This question is about their language mostly used at home. In order to develop reading skill

learner should use English at home. The respondent students were asked about the language

mostly used at home. The response shows that 0% respondents use English, 55% respondents use

Bangla, 45% respondents use Both, and 0% respondents use other language at home. The above

response shows that most of the students use Bangla at home.

0% 0%

45% English
55% Bangla
Both
Other

Figure: Which language do you use at home?

1.3. Whether the respondents have library at school

A school library plays a great role in the life of a student. It is the store house of knowledge. In

a library, students can find books on various subjects. The respondent students were asked about

whether they have library at school for reading. The response shows that 90% respondents say

yes , 0% respondents say no, 10% respondents say Have but small, and 0% respondents say no

comment. So the above response shows that most of the students have library at school.

31
 0%
0%
10% Yes

No

90%
Have but Small

No Comment

Figure: Do you have a library at your school?

1.4. Availability of reading corner at home

Reading table or corner is a important place for a student. Very specific question was asked to

know if they have reading table or reading corner at home. . Among them 90% respondents say

yes, 0% respondents say no, 10% respondents say have but small. So most of the student

answered that, they have reading table or reading corner at home. .

Figure: Do you have a reading table or reading corner at home?

1.5. Availability of reading materials in classroom

Learning materials are important because they can significantly increase student achievement by

supporting student learning. For example, a worksheet may provide a student with important

opportunities to practice a new skill gained class. The respondent students were asked about
32
whether they have reading materials in classroom other than textbooks. The response shows that

90% respondents say yes , 0% respondents say no, 10% respondents say inadequate, and 0%

respondents say no comment. So the above response shows that most of the students have

reading materials in classroom other than textbooks.

Figure: Do you have reading materials in classroom other than textbooks?

1.7. Read aloud of family members at home

If family members read aloud to the students at home it help the students learn read. The

respondent students were asked about whether the family members read aloud to them at home.

Among them 0% respondents say always, 15% respondents say often, 60% respondents say

sometimes, 25% the family members read aloud to them rarely, 0% respondents say never the

family members read aloud to them.Most of the student answered that sometimes the family

members read aloud to them.

33
 Figure: Does anyone read aloud to you t home?

1.8. Practice reading aloud to someone at home

For being a efficient reader a student should practice reading aloud to someone at home. This

particular question was asked to the respondents that whether they practice reading aloud to

someone at home. Among them 15% respondents replied always, 25% often, 50% sometimes,

0% rarely, 10% never practice reading aloud to someone at home. Most of the students answered

that they sometimes practice reading aloud to someone at home.

Figure: Do you practice reading aloud o someone at home?

1.9. Read for pleasure

Reading for pleasure means any reading that is primarily for enjoyment. It encompasses a wide

range of genres and publications. Reading enjoyment is more important for children's

educational success than their family's socio-economic status. There is strong evidence that

reading for pleasure can increase students reading capability. This particular question was asked

to the respondents that whether they read for pleasure. Among them 5% respondents replied

always, 30% often, 60% sometimes, 5% rarely, 0% never read for pleasure at home. Most of the

students answered that they sometimes read for pleasure.

34
 Figure: How often do you read for pleasure?

1.10. Fluency of reading in English

The respondents are required to read English in classroom in order to develop reading skill.

Learners who read English in the classroom are more fluent and more competent in

communication. Very specific question was asked to know if they have to read English in

classroom. 5% respondents fluently, 70% respondents moderately, 25% respondents little and

0% respondents are unable to read English. So most of the student answered that, they can read

something in English moderately.

Figure: Can you read English fluently?

1.11. Reading English text with classmates.

Fluency is important while using English text for communication in any situation. Whether in the

classroom or outside the classroom, students should feel easy and comfortable for

communication. If a student doesn‟t feel comfortable at using English text with others, his or her

35
competence level may rest in the tertiary level. This particular question was asked to the

respondents that whether they read English text with their classmates. Among them 15%

respondents replied always, 20% often, 55% sometimes, 5 % rarely, 0% never read English in

classroom. Most of the student answered that they sometimes read English with their classmates.

Figure: Do you read English text with your classmates?

1.12. Ability to analyze long sentence.

Sentence concerns the way that words are arranged into larger units. Those words are the basic

units of the building blocks of syntactic analysis. This particular question was asked to the

respondents that whether they analyze long sentence. Among them 15% respondents always,

25% often, 45% sometimes, 10% rarely, 5% never analyze sentence. Most of the student

answered that they sometimes analyze long sentence.

Figure: Can you analyze long sentences?

36
1.13. Speak English with classmates.

In order to encourage English reading skill they need to use English with classmates. This

specific question was asked to know if they speak English with classmates. They answered that

0% always, 30% often, 55% sometimes, 5% rarely, 10% never speak with their classmates. Most

of the students answered that they sometimes speak English with their classmates.

Figure: Do you speak English with classmates?

1.14. Teacher’s advice to practice reading

The respondent students were asked about whether their teachers talk about practice reading in

classroom. 0% respondents say always, 30% respondents say often, 60% respondents say

sometimes, 10% respondents say rarely, 0% respondents say never practice reading in classroom.

So most of the students answered that, sometimes their teachers talk about practice read English

in classroom.

37
 Figure: do you teachers ask you to practice reading in classroom?

1.15. Teacher’s advice for skill development

The respondent students were asked about whether their teachers talk about skill development in

class. 0% respondents say always, 20% respondents say often, 65% respondents say sometimes,

10% respondents say rarely, 5% respondents say never speak with their classmates. Most of the

students answered that they sometimes their teachers talk about skill development in class.

Figure: Do your teachers talk about skill development in classroom?

1.16. Parent’s attention to practice reading

In order to encourage English reading skill parents should ask the student to read at home. This

specific question was asked to know if their parents ask the student to read at home. Respondent

38
shows that 35% always, 30% often, 30% sometimes, 5% rarely, 0% parents never ask the

students to read at home. Most of the students answered that their parents always ask the students

to read at home.

39
2. Presentation and analysis of teachers’ response

2.1 Some of the students in the class cannot read well

The respondent teachers were asked about the reading capability of the students in their class.

The respondents shows that, 10% all of the students, 10% most of the students, 60% some of the

students and 20% none of the students cannot read. So the respondents show that, some of the

students in the class cannot read well.

20% 10% All of them

10%

Most of them

60% Some of them

None of them

Figure: Some of the students in the class cannot read well

2.2. Assessment of students’ reading ability

Assessment is an essential element of education used to inform instruction (Wren, 2004). A

teacher should test students‟ reading ability for develop their reading ability. The second

question tried to find out whether the teachers assess students‟ reading ability. The response

shows that 35% always, 65% sometimes, 0% rarely, 0% teachers never assess students‟ reading

ability. The above response shows that most of the teachers sometimes assess students‟ reading

ability.

40
 0% 0%

35%
Always

65% Sometimes

Rarely

Never

Figure: Do you ever assess pupils’ reading ability?

2.3. Test of children’s reading ability

The third question tried to find out how often the teachers test students‟ reading ability. The

response shows that 55% every week, 45% every month, 0% every term, 0% teachers every year

test students‟ reading ability. The above response shows that most of the teachers every week test

students‟ reading ability.

0% 0%

45% Every Week

55% Every Month

Every Term

Every Year

Figure: How often do you test students reading ability?

2.4. Difficulties in teaching reading

Sometimes teaching reading becomes difficult for the teachers. The respondent teachers were

asked about whether they experience difficulties in teaching reading to the students. The

response shows that 30% always, 50% sometimes, 20% rarely, 0% teachers never assess

41
students‟ reading ability. The above response shows that most of the teachers sometimes

experience difficulties in teaching reading to the students.

0%

20% 30%
Always
Sometimes
50% Rarely
Never

Figure: Do you experience difficulties in teaching reading to the students?

2.5. Importance of teaching reading English.

Reading is a very critical skill that many can take for granted. Reading is fundamental to

functioning today‟s society. The respondent teachers were asked about the importance of

teaching reading English efficiently in classroom. The responded teachers answered 60% very

important, 30 % important, 10% average, 0% not important teaching reading English. The above

response shows that most of the teachers think teaching reading English efficiently in classroom

is very important.

10% 0%

Very important
30%
60% Important

Average

not important

Figure: How would you rate the importance of teaching reading efficiently in classroom?
42
2.6. Continuous assessment test in reading.

In order to improve English reading skill teachers should take continuous assessment test in

reading. The respondent teachers were asked about whether they take continuous assessment test

in reading. The responds shows that 60% monthly, 10% once a term, 30% twice a term, 0% once

a year take continuous assessment test in reading. The above response shows that most of the

teachers take monthly assessment test in reading.

Monthly
Once a Term
Twice a Term
Once a Year

Figure: How often do you give continuous assessment tests in reading to your learner?

2.7. Assistance of continuous assessment test in reading.

The respondent teachers were asked about how does continuous assessment test helps them in

reading. 50% Teachers think very much, 35% much, 15% average, 0% not much continuous

assessment test helps them in reading. The responds shows continuous assessment test helps very

much in reading.

43
 0%

15%
Very much
50%
Much
35%
Average

Not much

Figure: How does the continuous assessment assist you in improving teaching reading in your class?

2.8 Books used as reference in classroom

The respondent teachers were asked about books they use as reference in their class when

teaching reading. The respondents answered that 65% of them used textbooks, 35% story books,

0% Religious book, 0% other books. The responds shows that most of them use textbooks as

reference in their class when teaching reading.

0% 0%

35% Textbooks

Storybooks
65%
Religious books

Other books

Figure: Which books do you use as reference in your class when teaching reading?

2.9 The most common causes of reading difficulties

The respondent teachers were asked about books the most common causes of reading difficulties

of the students. The respondent teachers answered that 65% of them think lack of motivation,

30% think Laziness, 5% think lack of motivation, 0% respondent teachers think poor teaching is

44
the most common causes of reading difficulties of the students. So the most of the respondent

teachers think lack of motivation is the most common causes of reading difficulties of the

students.

0%
Lack of Motivation
5%
30%
Laziness
65%
Lack of reading
materials

Poor Teaching

Figure: What do you think is the most common causes of reading difficulties of your students?

2.10 Relationship between reading proficiency and class work scores

The respondent teachers were asked about the relationship between reading proficiency and class

work scores. The respondent teachers answered that 25% of them think very much, 65% think

much, 5% think average, 5% respondent teachers think not much relationship between reading

proficiency and class work scores. So the most of the respondent teachers think there is much

relationship between reading proficiency and class work scores.

45
Figure: Do you think there is a relationship between reading proficiency and class work scores?

2.11 Assessment of ‘pupils’ reading ability

How do you assess „pupils‟ reading ability? This open ended question was asked to the

respondent teachers. Some of them answered that fluency is the accurate way to access peoples

reading ability. Some of them answered correct pronunciation, tone and intonation makes a

reader to be confident. Few of them make the students read loudly to test student‟s reading

ability.

2.12 Difficulties the teacher encounter in the class

The teachers were requested to list some of the difficulties they encounter in the class.

Some teachers think ignoring and neglecting behavior, lack of parental cooperation, lethargic

students are quite irritating. Lack of reading materials, lack of motivation, wrong pronunciation,

sitting arrangement, lack of awareness, lack of interest are also the difficulties the teachers think.

2.13 Strategies teachers have used to help poor readers class

What strategies have you used to help poor readers in your class? Teachers replied of this

question as- every student must bring books and to be attentive readers speech, to make them

practice reading again and again, to motivate them for improve capacity, take reading and

speaking test.

2.15 Difficulties teachers encounter in teaching poor readers

46
Most of the teachers said that, mispronunciation, laziness, poor basic level, lack of attention,

poor understanding level, difficulties to completing syllabus etc make difficulties to teaching

poor readers.

Some other think poor readers always hide them from express them and read out the text.

2.16 Suggestion about additional help can be provided to improve the standards of reading

performance.

Teachers give some suggestion about additional help can be provided to improve the standards of

reading performance, such as –

a) Training in phonological awareness

b) Extra class in recitation

c) Providing reading materials

d) Students should read in group according to their brightness

e) Using projector

f) Teacher-students relationship should be improved.

g) Find out students problems and help them to express their merit.

h) Ask them to read various kinds of books.

47
 Chapter 5

Summary of the findings

A student with a reading problem shows difficulties in reading skills which are unexpected. The

summary of the findings are as follows-

Normally students are not aware that they should set clear goals before reading a text. They just

read for the sake of reading or only to pass the examination. For that reason they don‟t feel

motivation for reading any book or a text. Setting a purpose for reading helps keep students

focused and engaged while reading, and gives them a mission so that comprehension can be

reinforced. Reading with purpose motivates children and helps students who tend to rush, take their

time reading so they won't skip over key elements in the text. The process of setting goals allows

students to choose why they want to in school and what they want to achieve. By knowing what

they want to achieve, they know what they have to concentrate on and improve. Goal setting

gives students long term vision and short term motivation.

Most of the students only sometimes feel motivated when they read a text. Most of the time

reading is passive and monotonous for them. Research confirms that student motivation is a key

factor in successful reading. Children who read frequently grow to become skillful readers. the

family environment bears a high potential for individualized promotion of reading motivation

Pronunciation is one of the most important and problematic area faced by learners while reading

book. Pronunciation instruction is very important for oral communication. It is also a significant

part of communicative competence. This problem is not only faced by the learners also the

teachers. Most of the learners tend to pronounce English words according to the way they

pronounce vernacular words. Although the role of English pronunciation is important in English

48
language, many teachers do not pay enough attention to this important skill. Teaching

pronunciations is a challenge for teachers. This takes a lot of effort on the teachers‟ part in trying

to make the learners differentiate the pronunciation of English words and vernacular words.

A large class is also a problem for reading progress. In a large class it‟s very problematic for the

teacher to monitor the students reading problem. This makes it difficult for teachers to teach

effectively in such an environment. Even when teacher‟s notice that a particular learner is

lagging behind in reading, individualized attention to such a one may be difficult as the teacher is

overburdened. Poor pupil background has also been reported to be a challenge for teaching

reading to learners.

Most of the times the students cannot understand the text or the significant of the story. ⅔ of

students in a class are struggling readers; they cannot correctly identify the main idea when they

read. Reading is the hardest thing in the world to teach and assess because the reading mind is a

black box. The teacher cannot see inside the mind to see what students are doing when they read.

The teacher can only infer what readers are doing from what they tell, write , and show. But what

they tell, write, or show is neither direct nor necessarily valid evidence.

A large number of teachers in Bangladesh are not competent for implementing the modern

approaches to the teaching of reading. Though some teachers use modern approaches, they are

not trained and hence cannot apply the methods properly. The teachers still teach the students as

they were taught by their teachers where rote learning is encouraged and practiced. Begum &

Farooqui (2008) found that though communicative approaches have been introduced in the

language curriculum, most teachers prefer to follow the traditional grammar-translation method

that mainly focuses on the syllabus which is to be completed within a set time with the sole aim

of obtaining higher scores in the examination

49
There is nearly no any task for students except memorizing word meaning and question answers.

In most cases, teacher explains the words for the students and later they remember them for test.

Teachers are able to identify specific reading errors that learners usually made in reading. These

errors included omitting, substituting, mispronouncing and adding words. Once the teacher

identifies a particular leaner to have a certain reading error, there is a correlation with that

learner‟s academic performance. If the learner frequently committed reading errors, even the

performance in class is most likely to be poor.

50
 Chapter 6

Recommendation and Discussion

In the light of present condition of teaching and learning of reading in Bangladesh, this section

presents some recommendations with a view to improving students‟ overall reading skills.

Based on the findings of the study, the following recommendations have been made and may

be utilized by relevant institutions such as the Ministry of Education in an effort to improve

reading difficulties among primary school learners:

Students should set clear goals before reading a text. If they read for the sake of reading or only

to pass the examination they will not feel motivated. So for being good reader students should set

a clear goal, why are they reading a text. Students who feel as though they are reading things that

are relevant to their personal interests are more likely to be involved in the reading of the story

and classroom discussions before teaching students how to set a purpose for what they are

reading make sure they understand that a purpose drives the choices they make while they are

reading. Students can read for different purposes, such

Students can read to perform a task, such as specific directions. For example, read until they

meet the main character in the story.

b) They can read for pure enjoyment.

c) They can read to learn new information. For example, learn about bears.

Most of the time reading is passive and monotonous for them. So teacher and parents should

motivate them for reading. Teaching and learning materials are important to motivate the

51
students to learn. These materials guide the teachers on what to teach and the learners are able to

learn from their materials.

Selecting texts that connect to students' interests and backgrounds-reading articles or stories

about common interests can spark conversations in classrooms as well as promote interest in

reading the texts. For example, if some students in a classroom play baseball, reading a story

about a baseball player can spark interest and enthusiasm in the classroom.

Teachers should provide constant positive feedback to students because students who feel as

though they are good readers will be more likely to want to read, always encouraging students

that they are talented and able to read well can create increased intrinsic motivation.

English pronunciation is one of the most difficult skills to acquire and learners should spend lots

of time to improve their pronunciation. For reducing pronunciation problem learners need to

listen more. They should develop functional intelligibility, functional communicability, increased

self-confidence, the speech monitoring abilities, and speech modification strategies. Teachers

should help the students to pronounce text correctly. Teachers should be provided with materials

that help the students to improve their pronunciation instruction.

The teacher should monitor the students reading problem. They should monitor student‟

activities, assist them and provide guidance and feedback, help students to enjoy reading. They

should find what the students can and cannot do. Monitoring progress will make sure that

everyone in the class improves steadily according to their own capability.

Students reading skill will never develop without their active engagement in the reading process.

The more they read, the better they will able to read. After students decide what their purpose for

52
reading is then they can select a text. After the text is selected the teacher can show

students before, during, and after reading strategies that match their purpose for reading. Remind

students that as they read they should refer back to their main purpose.

Teachers must receive training on methods of conducting diagnostic assessments in reading so

that they are able to identify those learners with special needs such as reading difficulties. Highly

skilled teachers are able to effectively manage their classroom so that classes are run smoothly,

with brief, efficient transitions that function according to a well-ordered, flowing environment.

Enhancing such classroom management is the utilization of lessons that present students with an

appropriate level of challenge, where clarity is provided when needed so that student self-

efficacy, motivation, and achievement remain high.

Learners need to be engaged in the reading process. They should read individually, work in pairs

or groups to find out meaning of words, sentence and text. Teacher should use materials to make

the students understand text instead of memorize. Government and other stakeholders must

provide more teaching and learning materials in schools where these items are lacking.

53
 Chapter 7

Conclusion

The present study refers to the need of reading skills for the students of Bangladesh and finds out

that students are weak in reading. Their speed of reading is very slow, and their efficiency in

understanding the meaning of a text is very poor. At the same time the study has also proved that

the teachers and teaching methods are mostly responsible for the students‟ poor proficiency in

reading. The problems of the students regarding reading are multifaceted. The study has tried to

identify these problems and examine the nature of them in some detail. The study helps to

develops insights in the modern approaches to teaching reading. The implications of the findings

of the study discussed earlier in this chapter should be taken into careful considerations, steps

should be taken to implement the recommendations made in the preceding section of this

chapter, and if implemented the state of the teaching and learning of reading skills in the country

will improve significantly.

54
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56
 Appendix

Dear Sir ,

This questionnaire has been prepared to get your opinion for conducting an academic research

work entitled ‘Identifying Barriers to the Acquisition of English Reading Skill: A Study

Conducted on Primary Level Students in Mirpur, Dhaka‟ No answer will be regarded as right or

wrong. Besides your personal information will not be disclosed anywhere. So please feel free to

respond.

Thank you

Mousumi adhikary

M.A in ELT (BUBT)

Age___________ Male/Female____________ Teaching experience_______________years

Particular training (If any)________________________________________________

Teaching at English/ Bangla version______________________________

(Please tick your opinion)

1. How many students in your class All of them Most of them Some of None
cannot read? them

2. Do you ever assess pupils‟ reading Always Sometimes rarely Never

ability?

3. How often do you test children‟s Every week Every month Every term Every year
reading ability?

4. Do you experience difficulties in Always Sometimes rarely Never

teaching reading to your students?

5. How would you rate the Very Important Average Not important
importance of teaching reading important
efficiently in classroom?
57
6. How often do you give Continuous Monthly Once a term Twice a term Once a year
Assessment Tests in reading to
your learners?
7. How does the Continuous Very much Much Average Not much
Assessment Test assist you in
improving teaching of reading in
your class?
8. Which books do you use as Textbooks Story Books Religious Other(please
reference in your class when Books specify)
teaching reading?
9. What do you think is the most Lack of Laziness Lack of Poor teaching
common cause of reading motivation reading
difficulties of your students materials
10. Do you think there is a relationship Very much Much Average Not much
between reading proficiency and
class work scores?

11. How do you assess pupils‟ reading ability?

____________________________________________________________________

12. List some of the difficulties you encounter in your class.

_____________________________________________________________________

13. What strategies have you used to help poor readers in your class?

____________________________________________________________________

14. Which strategies have worked best for you?

____________________________________________________________________

15. What difficulties do you encounter in teaching poor readers?

____________________________________________________________________

16. Suggest what additional help can be provided to improve the standards of reading
performance
in your school.

Thank you for your help

58
 Dear students,

This questionnaire has been prepared to get your opinion for conducting an academic research

work entitled ‘Identifying Barriers to the Acquisition of English Reading Skill: A Study

Conducted on Primary Level Students in Mirpur, Dhaka‟. No answer will be regarded as right or

wrong. Besides your personal information will not be disclosed anywhere. So please feel free to

respond.

Thank you

Mousumi adhikary

M.A in ELT (BUBT)

Information about students

Class ______________________ age _____________ Male/ Female _ ___________________

School___________________________________

Please tick your opinion

1. Which language is mostly used in our English Bangla Both Other

class?

2. Which language do you speak at home? English Bangla Both Other

3. Do you have a library at your school? Yes No Have but No comment

small

4. Do you have a reading table or a Yes No Have but

reading corner at home? small

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5. Do you have reading materials in your Yes No Inadequate No comment
classroom other than textbooks?

6. Which type of reading material do you Newspaper Magazines Books Religious Other
have at home? Books (please
specify)
7. Does anyone read aloud to you at Always often Sometimes rarely Never
home?

8. Do you practice reading aloud to Always often Sometimes rarely Never

someone at home?

9. How often do you read for pleasure? Always often Sometimes rarely Never

10. Can you read English fluently? fluently Moderate Little very little unable

11. Do you read English text with your Always often Sometimes rarely Never
classmates?

12. Can you analyze long sentence? Always often Sometimes rarely Never

13. Do you speak English with your Always often Sometimes rarely Never
friends?

14 Do your teachers ask you to practice Always often Sometimes rarely Never
reading in classroom?

15 Do your teachers talk about skill Always often Sometimes rarely Never
development in classroom?

16 Do your parents ask you to practice Always often Sometimes rarely Never
reading at home?

Other comments:

Thank you for your help

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