Factors Contributing to Reading Difficulties Among Primary School Students

Abstract

A qualitative study aimed to identify contributing factors, impacts, and intervention strategies for reading difficulties among remedial primary school students in urban Kuala Terengganu. Researchers collected data using semi-structured interviews with three experienced remedial teachers.

Key Findings and Impacts

The study found that a non-conducive home learning environment, low socioeconomic background, and limited community support were significant factors contributing to reading challenges. These issues negatively impact academic achievement, emotional well-being, motivation, and future educational opportunities.

Intervention Strategies and Recommendations

Effective intervention strategies identified include using engaging teaching aids, fun-learning activities, token reward systems, and actively involving parents and the local community. The study recommends a collaborative and holistic approach involving stakeholders, teachers, school administrators, parents, and policymakers to establish a comprehensive support system for improving reading literacy among struggling learners. This research has crucial implications for developing inclusive and responsive educational policies for students with remedial learning needs.