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Paige, D. D., & Magpuri-Lavell, T. (2011). Unpacking Adolescent Literacy Skills in a High-Poverty, Urban High School. In T. Morrison, L. Martin, M. Boggs, & S. Szabo (Eds.), Association of Literacy Educators and Researchers Yearbook: Literacy Promises (Vol. 33, pp. 219-236). Commerce, TX: Association of Literacy Educators and Researchers.

has been cited by the following article:

• TITLE: The Attribute Factors on the Successful Reading Lesson by ESL: A Literature Review

  AUTHORS: Philip Wilson John, Maslawati Mohamad

  KEYWORDS: 21st Learning Classroom, Reading, English as a Second Language, English Reading Skills

  JOURNAL NAME: Creative Education, Vol.11 No.11, November 13, 2020

  ABSTRACT: Reading skill is one of the most important and crucial skills to attain in this modernization world. The low English proficiency among the English Second Language Learners (ESL) is a vital sign that they are indeed at risk at reading activity. This has made the ESL be in a difficult situation because they cannot cope with the learning aspect in reading. With appropriate approach and strategy, reading tasks can be more tolerant and permissive for the ESL. This literature review paper will unfold the basic strategies employed by learners of ESL to overcome the difficulties in reading which will lead them to successful classroom learning. The strategies used are heavily embedded with the spirit of collaboration among peers and also the application of the 21st learning classroom reading activities. If these approaches are fully employed, educators of ESL will see the tremendous change in students’ attitude and their perception towards reading activity.