An in-depth analysis of non-readers in a public elementary school: Basis for a differentiated intervention plan

Le résumé fourni par la source

This study investigated the reading skill levels of non-reading learners in Grades 2 to 5 at Uma Elementary School and explored factors contributing to their inability to read, as perceived by teachers and parents. A multi-methods approach was employed, integrating quantitative and qualitative data. The quantitative phase involved administering the Functional Literacy Assessment Tool (FLAT) to assess word recognition, fluency, and reading comprehension. The qualitative phase included semi-structured interviews with teachers and parents to identify challenges and contextual factors affecting literacy development. Results revealed that all participants demonstrated varying degrees of non-reading: many could not recognize letters or words, read phrases, or comprehend basic texts independently. Chi-square analysis indicated no significant differences in reading skill levels when learners were grouped according to age, sex, grade level, attendance, or access to reading materials. Qualitative findings highlighted three major contributing factors: limited foundational decoding skills, minimal home literacy support, and inconsistent exposure to guided reading practices. Teachers emphasized the need for targeted instructional strategies, while parents recognized the importance of shared reading and reinforcement at home. The study underscores that non-reading persists when learners lack both school-based and home-based literacy support, reinforcing the interdependence of cognitive, instructional, and environmental factors. These findings provide evidence for the development of targeted interventions, teacher training programs, and parental involvement initiatives aimed at fostering early literacy.

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