The study aims at investigating the difficulties encountered by English centers teachers of multileveled classes in teaching reading comprehension, and suggests some suitable strategies that can alleviate the problems. To run the study, thirty-four language center teachers' from Khartoum State are the sample of the study. A questionnaire, supported by classroom observation, was the collecting data tool. The quantitative method matches this type of research. The findings of the study reveal that the difficulties encountered by multileveled classes teachers' attributed to the students' limited vocabulary, poor background knowledge, annoying reading materials, lack of teachers' training, and adverse selection of suitable strategies. The findings of this study are of high value for syllables designers as well as multileveled classes’teachers. Teachers have to adopt adequate strategies, choosing attractive reading materials, and they should be equipped with the required training.

中文翻译：

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教师在阅读理解教学中遇到多层次课堂的困难（以苏丹喀土穆州剑桥培训中心和英国教育机构为例）

本研究旨在调查英语中心多层次班级教师在阅读理解教学中遇到的困难，并提出一些可以缓解这些问题的合适策略。为了开展这项研究，来自喀土穆州的 34 名语言中心教师作为研究样本。由课堂观察支持的问卷是收集数据的工具。定量方法与此类研究相匹配。研究结果表明，多层次班级教师遇到的困难归咎于学生词汇量有限、背景知识贫乏、阅读材料烦人、教师培训不足以及对合适策略的逆向选择。本研究的结果对音节设计者以及多层次班级的教师都具有很高的价值。教师必须采取适当的策略，选择有吸引力的阅读材料，并应接受所需的培训。