Abstract

Reading is an imperative skill that provides a fundamental way for individuals to exchange information. Research suggests that one of the best ways to help students increase their language proficiency is to encourage them to read extensively. It is also a means by which much of the knowledge presented in school is learned. Therefore, reading becomes the academic area most often associated with academic failure. It is estimated that as many as 90% of students with learning disabilities have reading difficulties, and even the low estimates are approximately 60% (Bender, 2001). Researchers, clinicians and educators would agree that, among learning disorders, reading disorders have a significant impact on educational achievement throughout life. Broadly, there are two forms of reading disorder: difficulties with decoding (dyslexia) and difficulties with comprehension (Cain, 2010; Hulme & Snowling, 2009).
Reading comprehension refers to a student’s ability to understand what he or she is reading. Some students with reading comprehension difficulties are able to read a passage so fluently that might assume they are highly proficient readers. However, when they are asked questions about what they have read, they have little or no understanding of the words. Students with this problem sometimes are referred to as word callers (Friend, 2005). It is always necessary to assess not only decoding but also the ability to understand what is being decoded. Hence, the present investigation has been undertaken to diagnose and to provide remediation for the difficulties in Reading Comprehension with the help reading interventional strategy so as to overcome the Reading Comprehension Difficulties of the Higher Secondary School students in English.

Key words: Reading skill, Remedial teaching technique, English.