Comprehension Breakdown: A Review of Research on EFL Learners’ Reading Difficulty and Problems

Abstract — Reading is important in the learning context not only because it affords readers independent access to information in an increasingly information-driven society, but more importantly because it is a powerful learning tool, a means of constructing meaning and acquiring new knowledge. Students need to be good readers in order to be able to "read to learn". If students have not properly mastered this learning tool, then their potential for success in the learning context is handicapped from the start. Often, however, it is not. This results in academic failure in the second or foreign language. Students who struggle with reading often lack the prerequisites to take academically challenging coursework that could lead to more wide reading and thus exposure to advanced vocabulary and content ideas (Au, 2000). Insights gained from investigating how successful reading comprehension comes about—and why it may fail—are of great value for the development of instructional programs, design of textbooks, diagnosis of reading problems, and other educational practices” (van den Broek& Gustafson, 1999). The present study traces sources of reading comprehension failure as evidenced by studies on reading difficulties and problems. An attempt was made to categorize reading problems and difficulties in three main areas of learner, teacher, and textual variables. The implications and applications of the research findings are discussed.

Reading comprehension, English as a Foreign Language learners, Reading difficulties, Reading problems