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later in this review, the effects of the lack of progress can be critical and there can be
many reasons for the lack of progress outside of the possible presence of LD. According
to Schwarz and Terrill (2000), other reasons for the lack of expected progress include,
1.
limited academic skills in the native language due to limited previous
education;
2.
the lack of effective study habits;
3.
interference of a learner’s native language, particularly if the learner is
used to a non-Roman alphabet;
4.
mismatch between the instructors teaching style and the learner’s
expectations of how the class will be conducted;
5.
stress or trauma that refugees or other immigrants have experienced,
causing symptoms such as difficulty in concentration and memory
dysfunction;
6.
sociocultural factors such as age, physical health, social identity;
7.
external problems with work, health and family;
8.
sporadic classroom attendance, and
9.
lack of practice outside the classroom. (pp. 3-4)
If any of these can cause a lack of progress, it becomes apparent that many of these
problems can overlap and that a combination of them might spell certain failure. For
example, external challenges related to family, work, and social identity might combine
to limit a learner’s classroom attendance and outside practice opportunities; or, if a
learner has poor or limited study skills that had never had the chance to develop, he or
she might also lack effective study habits by virtue of never having learned them.
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