Analysis of Reading Comprehension Difficulty among Disable Students: Evidence from Private Elementary Schools in Karachi

Abstract

The objectives of the study are to analyze how students with reading difficulty can be assisted to help them become confident readers. The other objective of the study is to draw a guideline for teachers for improving the reading comprehension skills of elementary school students. This research uses Vygotsky's Sociocultural Theory to provide insight into how social interactions, peer collaborations, and teacher help work in collaborative learning settings. Doing in-depth interviews and observing classes are examples of qualitative methods that can help one learn more about the real-life experiences of dyslexic students. The benefits of joint learning are explored in this study, which adds to the body of research on teacher support in inclusive education. Insights into how joint learning can greatly affect inclusive teaching methods are shown by the real-world examples. The results are very consistent with the social constructivist theory, which says that learning in a group is significant. Students work together to improve their cognitive development by using what they already know using collaborative reading tasks advocated by Vygotsky's Zone of Proximal Development. While traditional scaffolding is important, teacher support goes above and beyond to encourage dynamic and interactive processes in collaborative situations in reading. It is suggested that school management create rules that prioritize collaborative learning and that teachers use collaborative strategies as part of inclusive education to improve reading skills in English. Working together with teachers and other professionals is strongly urged to make sure that each student's needs in reading are met in collaborative settings.