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This qualitative study explores the difficulties and approaches related to enhancing ELL students' reading comprehension for students with learning disabilities in Lahore District, Pakistan. The aim of this study was to explore the general difficulties faced by ELLs with learning disabilities in comprehending written material and identifying effective strategies for teaching these students. The study participants are five teachers currently practising special education, all with a minimum of 5 years of experience in teaching in the Lahore district, Pakistan. The methodology used is interviews with teachers and the data collected is analysed through the approach of thematic analysis. The theoretical background for the study was Vygotsky’s concept of ZPD, as the latter focuses on the notion that certain tasks should be slightly beyond the learner’s immediate grasp. Linguistic challenges emerged as a result of language barriers, cultural issues rooted in diverse cultural backgrounds, and environmental constraints that hindered the provision of special education due to limited resources. Key teaching practices that earlier have been described as effective include the use of graphic aids and organizers, differentiated and individualized approaches to student instruction, and culturally related instructions. The general implications of the study are the need for continuous professional development of teachers; the integration and collaboration between special education teachers and other stakeholders and the general need for education, learning, and development of ELL learners with learning disabilities. In sum, this study emphasized the need to support ELLs with learning disabilities in Pakistani language teaching contexts about reading comprehension and provided useful recommendations and suggestions to practitioners and policymakers for improving the poor reading skills that characterize this group of learners.
Munir et al. (Sun,) studied this question.