Instructional Strategies for Teaching Reading Comprehension in Inclusive EFL Classrooms: A Case Study

Abstract

This study aims to research how teachers introduce reading comprehension instructions in inclusive classrooms via various instructional methods. The methods regard the special needs of students in traditional classrooms in accordance with the principles of inclusive education. The study examines a range of instructional strategies used by teachers for satisfaction of needs of students in classes in order to deliver reading comprehension instruction in inclusive classrooms that follow the inclusive education principles. The research primarily examines English language lecturers’ teaching approaches to inclusive learners. Through an analysis of theories and literature, the article highlights efficient teaching strategies and offers insights into the elements of reading comprehension. This review covers a range of reading comprehension-related topics and discusses contemporary approaches to reading comprehension education. To gather and analyze data, a variety of collection methods were used, including observations in educational institutions such as 8th grade public school classes. Additionally, experimental investigations were conducted to compare instructional strategies, identify gaps, and implement effective teaching strategies for reading comprehension. The data obtained clearly makes it very evident that teachers always need to keep learning and enhancing their skills and knowledge in the field of inclusive education.