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  • RRL of Research Proposal

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    Kenta Bartolome Plurad
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    Struggling language learners may have different experiences with and uses of literacy that affect their success as readers. Traditional reading instruction focuses on teaching basic skills, but research suggests comprehension is more complex than decoding and that learners derive meaning from sentences and context clues from the beginning. To understand texts, struggling readers must first decode words, but are also expected to study context clues to infer word meanings when unable to decode directly.

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    Struggling language learners may have different experiences with and uses of literacy that affect their success as readers. Traditional reading instruction focuses on teaching basic skills, but research suggests comprehension is more complex than decoding and that learners derive meaning from sentences and context clues from the beginning. To understand texts, struggling readers must first decode words, but are also expected to study context clues to infer word meanings when unable to decode directly.

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    9 views1 page

    RRL of Research Proposal

    Uploaded by

    Kenta Bartolome Plurad
    Struggling language learners may have different experiences with and uses of literacy that affect their success as readers. Traditional reading instruction focuses on teaching basic skills, but research suggests comprehension is more complex than decoding and that learners derive meaning from sentences and context clues from the beginning. To understand texts, struggling readers must first decode words, but are also expected to study context clues to infer word meanings when unable to decode directly.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
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    Related Review of Literature

    Struggling language learners may have different uses of literacy and different
    experiences of literacy. Thus, all of these affect the success of students as readers.
    The traditional approach to teaching reading is to teach the basics through skills-
    based instructions. Findings of relevant studies (e.g., Gilakjani & Sabouri, 2016)
    have suggested that students should improve their basic skills in order for
    comprehension to fully take place. To understand a text, struggling readers are
    expected to first decode the meaning of words. Comprehension is however more
    complex than learning to decode a text. Meanings are derived from sentences from
    the very beginning. When learners cannot decipher the meaning of words, they are
    expected to study the context in which it is used and then make an informed guess
    about its meaning (Alharbi, 2021)

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