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SOME CHALLENGES IN TEACHING READING

Olimboyeva Muxlisa (www.in-academy.uz) · Shodmonova Adiba (www.in-academy.uz) · Umirzaqova Madinabonu (www.in-academy.uz) · rd Grade Student of TersPI (www.in-academy.uz) · Tursunaliyev Shaxzod Teacher of TersPI (www.in-academy.uz)

Центральноазиатский журнал академических исследований · 3 · 192-195 · 2025

Аннотация

This paper explores key challenges in teaching reading, particularly in the context of first and second language acquisition. It analyzes theoretical foundations such as schema theory and metacognitive strategies, and examines specific issues including vocabulary limitations, the gap between decoding and comprehension, learner motivation, assessment methods, and the impact of digital reading. The paper concludes by recommending evidence-based strategies like extensive reading, reciprocal teaching, and the use of digital tools for enhancing reading outcomes in diverse classrooms. The study advocates for a holistic, inclusive, and technologically adaptive approach to reading instruction in contemporary education.

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«This paper explores key challenges in teaching reading, particularly in the context of first and second language acquisition.»

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This paper explores key challenges in teaching reading, particularly in the context of first and second language acquisition. Полный текст публикации CiteX не хранит — доступ к первоисточнику открывается по DOI согласно лицензии издателя и выбранному плану.

doi.org/10.5281/zenodo.15532196
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Ключевые слова
schema theory and metacognitive strategies, and, language pedagogy, Reading instruction, digital literacy, inclusive education, vocabulary acquisition, extensive reading, comprehension, metacognitive strategies, second language reading, reading motivation
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