英语专业二年级英语阅读障碍分析与研究的中期报告IntroductionTheabilitytoreadfluentlyandcomprehendtextsisacrucialskillinthefieldofEnglishlanguageandliterature.However,ithasbeenobservedthatsomesecond-yearstudentswhoaremajoringinEnglishstrugglewithreadingcomprehension,whichhinderstheiroverallacademicperformance.Thisreportaimstoanalyzethepossiblecausesofthisissueandsuggestinterventionstoimprovestudents’readingproficiency.BackgroundReadingcomprehensionistheabilitytounderstandthemeaningofwrittentexts,anditiscriticalforacademicsuccess.Theprocessofreadingcomprehensioninvolvesdecoding,whichistheabilitytorecognizethesoundsassociatedwithlettersandwords,andusinglanguageknowledgetounderstandthemeaningofthetext(Carnine,Silbert,&Kame'enui,2004).InEnglishlanguageandliteraturecourses,readingcomprehensionisessentialforstudentstocomprehendandanalyzeliterarytextscritically.However,somestudentswhoaremajoringinEnglishhavebeenobservedtostrugglewithreadingcomprehension.Theirperformanceinreadingcomprehensionassessmentsislowerthanexpected,andthisimpactsnegativelyontheiroverallacademicperformance.Therefore,itiscrucialtoinvestigatethepossiblecausesofthisissueandsuggestinterventionstoimprovestudents’readingproficiency.CausesofReadingComprehensionDifficultiesSeveralfactorsmaybecontributingtothedifficultiesthatsomesecond-yearstudentsmajoringinEnglishencounterwhenattemptingtocomprehendwrittentexts.Thesefactorsinclude:1.LimitedVocabularyAdequatevocabularyiscrucialforcomprehendingwrittentexts.StudentswholackvocabularyinEnglishmaystruggletocomprehendtextsbecausetheycannotunderstandthewordsusedorthecontextinwhichtheyareused.ThisissueisprevalentamongESLstudents,whomayhavelimitedexposuretoEnglishvocabulary.2.LimitedBackgroundKnowledgeUnderstandingthecontextofatextisessentialforcomprehension.Studentswholackbroadbackgroundknowledgemaystruggletocomprehendtextsbecausetheyareunfamiliarwiththesubjectmatter.Thisissueiscommonamongstudentswhomaynothavehadtheopportunitytoreadwidelyorthosewhohavelimitedexposuretodifferentcultur