Journal Press India^®

Author Details ( * ) denotes Corresponding author

Purpose: The study aims to synthesize existing research on students’ English reading comprehension to identify common challenges, evaluate instructional strategies, and provide evidence-based recommendations for improving reading proficiency. Design/Methodology/Approach: A systematic review of qualitative studies was conducted, focusing on key factors influencing reading comprehension, including vocabulary knowledge, inferential reasoning, metacognitive awareness, and learner motivation. Findings: The review indicates that students commonly struggle with inferencing, critical thinking, and unfamiliar vocabulary. Second-language learners face additional linguistic and cognitive barriers. The literature highlights that explicit instruction, scaffolding, and the use of digital tools have a positive impact on reading comprehension outcomes. Research Limitations: The study relies solely on qualitative research, which may limit the generalizability of the findings. The review is also constrained by the availability and scope of existing studies on reading comprehension. Managerial Implications: The findings emphasize the need for educators and curriculum designers to adopt diverse, interactive, and evidence-based reading strategies tailored to students’ linguistic and cognitive needs. The results support policy decisions aimed at strengthening reading instruction practices. Originality/Value: This review consolidates insights from multiple qualitative studies to provide a comprehensive understanding of the factors affecting English reading comprehension and offers practical guidance for enhancing instructional approaches.

Keywords

Reading Comprehension, English Language Learners, Instructional Strategies, Literacy Challenges, Educational Interventions