Jizzakh branch of the national university of uzbekistan named after mirzo ulugbek foreign languages d

Poor comprehension
There’s a lot going on in reading, from letter and word recognition to understanding 
meaning at the phrase, sentence, and paragraph level. When a beginner reader 
encounters vocabulary they do not know or do not recognize due to inaccurate decoding, 
they are likely to skip ahead. The more blanks in a line of text, the harder it is to make 
meaning and the more cognitively challenging and frustrating the reading task becomes. 

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That’s why poor comprehension can result when a student struggles with decoding, has 
a limited vocabulary or attempts to read a text that is at too high of a level. 
However, “reading also requires being able to pay attention to narrative. Students need 
to identify gist, main ideas, and specific details and even make inferences about what 
they are reading”
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. If a student has problems staying focused as a result of attention 
difficulties, it can affect comprehension. 
Speed
The more students read, the more they encounter unfamiliar terms. Quite often the 
context in which these new words are found gives children all of the clues they need to 
guess at the meaning. As students expand their vocabulary, they recognize more words 
by sight and reading speeds up. Students who continue to decode may benefit from 
overlearning sight words such as those on the
If speed is still an issue, there may be an underlying problem, such as slow processing. 
Reading is a cognitively demanding task and holding so much information in mind 
while continuing to process text can exhaust children with slow processing. Strategy 
instruction may help, but it’s important that these students be allowed extra time to 
complete tasks that require extensive reading. 
Reading Skills Problems and Their Solutions Based on the results of the study, it was 
found that several problems in reading skills faced in learning, namely 1. Conventional 
Learning Process In some schools, language learning is still carried out using 
conventional approaches and strategies, preventing students from learning actively and 
creatively because teachers dominate. Most of the teaching-learning and assessment 
10
Ojeda. (2010). 
Classroom Reading Methods
.
Available: http://www.annikeris.com/reading_methods.html, accessed April 24, 2011. 

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activities and students tend to be passive. Students are positioned more as objects rather 
than as subjects so that learning depends entirely on the teacher's initiative, which is 
considered a learning resource. The learning approaches and methods used by the 
teacher are dominated by lecture and assignment methods. Such learning tends to be 
indoctrinated with drill and practice methods. As a result, student learning activities 
seem to be programmed to follow procedures made by the teacher. The problem of 
approaches and strategies in learning reading skills can be overcome by choosing 
techniques and strategies suitable for reading learning and are liked by students. For 
example, one of the strategies used to create a fun atmosphere for reading education is 
the KWLA (Know, What, Learned, Affect) strategy. The KWLA strategy is one reading 
strategy. Strategy KWLA emphasizes teachers to pay attention to student background 
and knowledge. Strategy KWLA is a strategy based on student activeness; students are 
involved before, during, and after reading. This strategy not only assists students in 
acquiring knowledge after reading but also provides opportunities for students to relate 
interest and personal assessment to student learning experiences. Students can 
brainstorm so that the teacher is able to see how big students' interests and knowledge 
are related to reading texts (Shabbir et al., 2019; Wiesendanger, 2001: 99). Prihatin 
(2020: 893) explains that this strategy is effective in increasing student understanding of 
reading. Based on the results of the research conducted, it was found that the response of 
student interest in learning was obtained by 90.4%, including in the very good category. 
In the aspect that contains student responses to the ease of understanding and studying 
the material, the percentage of 89.1% is found in the very good category. In aspects that 
contain student responses inactiveness and courage to express opinions on the learning 
process, a percentage of 87.9% is obtained in the very good category and aspects that 
contain the ease of response of students in concluding learning activities get an average 
percentage of 90.2% which is in the very good category.

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1. Technology Stuttering and Media Availability Experienced by Teachers Researchers 
conducted interviews by asking several questions to one of the teachers. The first 
question that is asked is, "Where do you usually use teaching materials when learning to 
read?" The teaching materials used by the teacher in learning to read come from 
textbooks used by the school. The problems in reading competence described above, of 
course, just need a solution to overcome them. The first solution, the government, 
universities, and schools should work together to hold basic training on matters related 
to computers and the internet to overcome technology failure so that teachers can access 
various information from the internet such as accessing news videos which can be used 
as teaching material in learning to read, especially in suburban schools that are far from 
adequate facilities. Through this training, school teachers can gain additional knowledge 
related to computers and the use of the internet. The second solution, the teacher is 
expected to be able to create their own media, such as 3D media, to attract students' 
attention. 
2. Improper Reading Techniques Based on observations, there are still many students 
who do not understand reading techniques well. There are still many mistakes students 
make during the reading process. If you maintain a terrible habit of reading, your 
reading speed will be disturbed. The following are some of the bad habits identified 
during the study. a. Vocalization The student habit that was discovered for the first time 
was reading aloud. Apart from affecting reading speed and comprehension, this habit 
will also irritate other students. However, if while reading aloud, this habit should be 
made so that the listener can hear well. 1) Lip movement Some students moved their lips 
while reading. This habit will also affect comprehension and reading speed 2) Head 
movement When reading, many students also move along word for word in the reading 
material so that the head regularly moves from left to right, then returns to the left, and 
so on. This habit will hamper reading speed because head movement is far less than eye 
movement.

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3) Regression (backwards) They often do repetition while reading. For example, reading 
a sentence or paragraph, then being unsure of its content or feeling that you don't 
understand it, then the reader returns and repeats the sentence or paragraph, so a lot of 
time is wasted. Some students do not focus on and lack concentration, so they do 
regression or backward repetition. This habit will undoubtedly affect reading 
comprehension. Johnson and Pearson (Zuchdi, 2008: 23) state that the factors affecting 
reading comprehension/understanding can be divided into two types inside and outside 
the reader. The factors within the reader include linguistic ability (language), interest 
(how much the reader cares about the reading he is facing), motivation (how much the 
reader cares about reading assignments or general feelings about homework and school), 
and the reading ability set ( how well the reader can read). The solution offered for this 
problematic problem is to provide students with an understanding of good reading 
techniques in advance. The teacher also has to adjust the reading technique to the 
material or learning objectives to be achieved to overcome these problems. The second 
solution, the teacher, as a motivator, must motivate students so that students become 
interested and motivated to take part in learning. The third solution prepares a conducive 
classroom environment. Because reading requires focus and concentration, of course, 
environmental conditions must be designed as well as possible to focus on learning