An investigation of phonological processing and reading skills in Bhutanese primary students

Learning to read in the English language can be a problem for students whose first language is English and even more-so for students for whom English is not their first language. English has become the dominant international language and increasing numbers of children from non-English speaking countries around the world are now required to study in schools where English is the language of instruction. These students, who are being taught in English but for whom English is not their first language, are often referred to as English Language Learners (ELLs), while students who live in English-speaking countries and who come from English-speaking homes are usually referred to as native English speakers. Although, learning in a different language offers diverse prospects, it is not devoid of challenges. Some students struggle to overcome the language barrier and consequently face problems in literacy acquisition. In addition, while the research on the identification of, and interventions for, reading difficulties in native English speaking students is prevalent, the research on reading problems in ELLs is limited. Exploring the component skills that contribute to reading across various groups of English Language Learners could prove useful in assisting children with reading difficulties, particularly in a developing country such as Bhutan. In Bhutanese schools, English is the medium of instruction for the learning of all subjects. The only subject not taught in English is Dzongkha, the native and national language of Bhutan. Bhutanese students who have problems in speaking, reading and writing in English typically have problems in other areas of learning. Furthermore, in Bhutanese schools, below average performance and poor exam results are often interpreted by teachers as laziness on the part of the student rather than a language problem or learning difficulty.