Instructional Strategies for Improving Reading Comprehension in English in the United Arab Emirates

Running Head: COMPREHENSION RELATED ISSUES
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Instructional strategies
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COMPREHENSION RELATED ISSUES
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Table of Contents
Introduction...........................................................................................................................................2
Literature Review..................................................................................................................................2
Instructional strategies......................................................................................................................3
References...........................................................................................................................................11

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Introduction
Instructional strategies are methods teachers apply to assist students to become independent,
planned learners. This type of strategies turns into learning approaches when scholars
independently choose the suitable ones and use them efficiently to complete tasks or
encounter goals (Cummins, 2007). Instructional strategies can be helpful to inspire students
and assist them to focus attention, create information for remembering and understanding,
and display and evaluate learning (Cummins, 2007). Learning English in UAE is the big
concern that needs the attention of the government. The Scholars or students finish up
studying an overseas language specifically in classes, with no actual opportunities to exercise
their freshly acquired grammar and vocabulary (Elhoweris, Alsheikh, and Haq, 2011). Only a
minor percentage utilizes the start of actually talking in the foreign language they are
learning. Some of the instructional strategies can be implemented to increase the learning
experience includes: creating learning station, using task cards, using think pair strategies,
implementing reflection and goal setting exercises, giving different sets of reading
comprehension activities, assigning open projects, using technology (Elhoweris, Alsheikh,
and Haq, 2011). In this particular assessment report, the instructional approaches and the
impacts of these tactics on learners' achievement in reading comprehension in English in the
United Arab Emirates will be discussed. The journal articles on the topic mentioned above
will also be reviewed to understand the impacts.
Literature Review
The English comprehension learning related issues have been examined in various articles
and become a topic of debate among the academic experts of UAE. The emphasis has been
always given to learn the native language in UAE and very English learning has gained very
low focus from the students as well as the teachers and government. In the past few years the

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emphasis on this language has been raised. There are different strategies that have been used
in the United Arab Emirates to improve the reading of compressions in English language and
the achievement result s has been analyzed and mention in various research articles and
review articles (Shaalan, 2005).
The practice of instructional approaches aids educators in assisting the development of their
students (Almekhlafi, 2006). The aim for all interpretation training is for students to read for
accepting and development of vocabulary and awareness (Alsheikh, and Elhoweris, 2011).
Reading comprehension is the concluding point where students have grasped the idea where
they are no more learning to forty-four read, somewhat now interpretation to study.
Beginners used the abilities developed when receiving teaching to read to ease learning by
using comprehension (Jones and Mixon, 2015).
Additionally, reading comprehension drops under the canopy of vigorous processing and
needs intentional and considerate communication between the student and text (Jones and
Mixon, 2015). Some researchers have found that the students do not require to be fluent
readers for developing reading comprehension abilities. Though, ELL students are permitted
to grow reading fluency abilities within their L1 linguistic in for facilitating comprehension.
When teaching ELL students about reading comprehension, precaution should be in use to
expect and address verbatim and metaphorical language obstacles beforehand. ELL scholars
must instantaneously work headed for their English language aims while emerging
vocabulary and learning abilities, as well as functioning at score level (O’Sullivan, 2004).
Instructional strategies
There are different approaches that have been recognized as operational for usage with ELL
students. These approaches are:
 Compare and contrast