THE PROBLEMS OF TEACHING READING TO MIXED-LEVEL CLASSES

Аннотация

This article examines the challenges of teaching reading in mixed-level classrooms. It explores key methodologies for effectively teaching reading to English as a Foreign Language (EFL) students of varying proficiency levels. The study considers crucial factors influencing reading instruction and practical strategies to enhance student engagement. Additionally, it evaluates the effectiveness of different grouping techniques and instructional approaches. Keywords: teaching reading, EFL learners, mixed-level classrooms, instructional methods, classroom management, reading strategies. Introduction: Teaching reading in mixed-level classrooms presents unique challenges, as students have varying levels of proficiency, learning paces, and comprehension skills. Mixed- level classes, also known as composite or multi-grade classes, consist of students from different grades or skill levels learning together No the guidance of one teacher. These classes exist due to factors such as limited student enrollment, rural school settings, or pedagogical preferences favoring multi-age learning. This article aims to analyze the impact of mixed-level classroom strategies on reading instruction. It explores methods that facilitate learning in such environments, examines practical classroom activities, and highlights best practices for motivating students. The study also discusses how teachers can effectively manage a diverse classroom toensure an inclusiveand productive learning experience. Research Methodology: This qualitative study is based oninterviews and classroom observations. A purposive sampling method was used to select teachers working in mixed-level classrooms. The study was conducted in Namangan city, school number 15. The primary participant was interviewed for at least 30 minutes at the beginning of the study using semi-structured questions. Additionally, two classroom observations were conducted where the researcher acted as a non- participant observer. Observations focused on lesson delivery, critical thinking in instruction, student engagement, and the variety of activities used in mixed-level settings. Effective teaching in mixed-level classrooms requires diverse instructional methods to keep students engaged. Teachers can usethefollowing grouping strategies:  Homogeneous grouping: Students with similar proficiency levels work together to reinforce theirstrengths.  Heterogeneous grouping: Advanced learners assiststruggling peers, fostering peerlearning.  Flexiblegrouping: Studentsswitch groups based ontask complexity and learning objectives. A practical technique involves writing instructions on the board, allowing younger or less proficient students to develop confidence byfollowingwritten directions. www.wordlyknowledge.uz ILMIYMETODIK JURNAL JOURNAL OFIQRO –ЖУРНАЛ ИҚРО –IQRO JURNALI –volume 14,issue02,2025 ISSN:2181-4341, IMPACT FACTOR( RESEARCH BIB )–7,245,SJIF–5,431 Self-Directed Learning: Since teachers must divide their time among different proficiency groups, students must develop independent learning skills. The following strategies can promote self-directed learning:  Providing structured work plans with alistof reading activities.  Setting upaclassroom library with leveled reading materials.  Using guided self-learning exercises, such as comprehension worksheets or digital resources. These methods empower students to progress at their own pace while reinforcing key reading skills. Classroom Management and Discipline: Effective classroom management is crucial for maintaining order in mixed-level environments. Teachers should establish clear routines so thatstudents understand expectations. Key strategies include:  Using visual orauditory signals (such as a hand signal orbell)to gain students' attention.  Setting clear rules about noiselevels andbehavior during reading activities.  Encouraging students to reflect onlessons, helping teachers refine instructional strategies. In somecases, parental volunteers or teaching assistants can help manage activities, ensuring that all students receive adequate attention. Findings and Discussion: Analysis of collected data revealed six key factors affecting reading instruction inmixed-level classrooms: 1. Classroom Structure: A well-organized environment enhances engagement and minimizes distractions. 2. Lesson Activities: Engaging, level-appropriate reading tasks improve comprehension and retention. 3. Classroom Displays: Visual aids, such as word walls and reading charts, support literacy development. 4. Teacher-Student Interaction: Personalized feedback boostsstudent motivation. 5. Classroom Size: Smallerclass sizes facilitatemore individualized instruction. 6. Learning Environment: Apositiveand inclusiveatmosphere promotes student participation. Conclusion: Conducting this research has given me valuable insights into the complexities of teaching reading in mixed-level classrooms. Before starting this study, I had a general understanding of the challen