Limited note-taking skills

Limited experience with authentic and realistic tasks

Limited interaction with native peers (L1 learners)

Limited transfer of skills (even those learned in content-based instruction)

Unprepared for reading academic tasks and listening to lectures

Unprepared for reading and studying from textbooks

Difficulty understanding their textbooks

Difficulty applying reading strategies

Lack of academic vocabulary and vocabulary comprehension strategies

Lack of general comprehension

Lack of reading fluency

Lack of metacognitive awareness

Lack of text organization knowledge

Spend or need additional time to accomplish readings

(Shelyakina, 2010, pp. 25-31)