Pokonferencyjna

FACTORS CONTRIBUTING TO DIFFICULTIES IN TEACHING 
READING TO EFL STUDENTS
Diloram Erkinovna Xidayeva
Tashkent Medical Academy Teacher of Department of Languages Tashkent, 
Uzbekistan
Abstract
The article discusses the factors creating difficulties in teaching reading to EFL learn-
ers. Particularly, it focuses on key factors contributing to reading difficulties of learners 
and suggest some solutions to these reading problems.
Key words: reading skill, reading difficulty, reading strategy, reading for compre-
hension, factor, reading for pleasure.
Аннотация
В статье рассматриваются факторы, создающие трудности в обучении 
чтению учащихся EFL. В частности, в нем рассматриваются ключевые факто-
ры, способствующие трудностям чтения учащихся, и предлагаются некоторые 
решения этих проблем чтения.
Ключевые слова: навык чтения, трудность чтения, стратегия чтения, чтение 
для понимания, фактор, чтение для удовольствия.

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164 
MONOGRAFIA POKONFERENCYJNA
certain degree. For example, such scholars 
and researchers as P. Hench, 2010; P.L. 
Griffith and J. Ruan, 2005; Nuttal 2005; 
A.J. Aebersold and M.L. Fied 1997; 
Bryners 1998; Robb 1996; Sarasota 2001; 
Leki 2001; Carrell and Carson 1997; 
Huckin and Flower 1990; Cook and May-
er 1983; Barnett 1989; Cohen 1990  and 
others have done researches on this topic. 
More particularly, these researchers in-
vestigated general problems of teaching 
reading such as techniques for teaching 
reading, problems in reading comprehen-
sion, strategies for developing reading 
skills.
According to Hench (2010), teaching 
reading can be difficult due to some factors 
in the EFL classrooms and these factors 
should be considered by every EFL teacher 
when they teach reading to their students. 
These factors can be regarded as the fol-
lowings: a) inability of learners to recog-
nize letters, letter clusters, words and word 
combinations, phrases and sentences; b) 
inability of learners to control or monitor 
their reading for comprehension and how 
to adjust if comprehension is lost. The au-
thor suggested several ways of avoiding, 
overcoming and dealing with such prob-
lems in teaching reading. As he stated, 
there are considerable advantages of using 
reading skills and strategies to effectively 
deal with reading tasks in the EFL class-
room and implementing these skills and 
strategies into classroom practice as out-
lined below: a) learners should be taught 
how to read effectively using reading strat-
egies; b) learners should be guided to read 
appropriately by reading properly and fol-
lowing along with what has been written; 
c) learners should be guided how to rely on 
their background knowledge and skills 
while they are reading and as a result, they 
are highly motivated because of the moti-
vation that such reading strategies brought 
to the classroom.
Similarly, Nuttal (2005) also stated 
that the EFL teachers can encounter dif-
Table 1:  
Some effective reading strategies and their interpretation: