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Reading is one of the language skills, which is imperative in English learning and the requirement for exploring the effect of instructional strategies on instructing reading to the students have elevated in recent years. The purpose of this study was to determine what knowledgable and expert teachers of ELLs in the junior high schools make out as the barriers to the reading accomplishment of English students and what are the methods for conquering those barriers. The information were gathered from 60 successful teachers who taught in junior high schools of Zanjan, Iran. The successful educators were identified based on student accomplishment using purposive sampling. A Likert scale was utilized for the questionnaire. The successful teachers sort effective instructional tactics in the five constituent of reading and had the capacity to set up supplementary instructional tactics, barriers, and ways they overwhelmed barriers in an open-ended question on the questionnaire. The study was mixed-method research, which, as stated by Isaac and Michael (1995), is utilized " to explain systematically the realities and the features of a given population or domain of interest, factually and precisely ". The open-ended questions of questionnaire were intended to gather data in regards to barriers and methods for overcoming barriers for instructing reading to English students The findings uncovered that the participants’ thoughts regarding barriers and ways of overcoming those barriers in instructing reading to English students.

Barriers in Teaching Reading to ELLs and Ways of Overcoming Those Obstacles