Strategies to Minimise Reading Difficulties in Junior Primary Phase

Abstract

Numerous learners in Junior primary school experience difficulties with reading, and many are getting so frustrated that they are considering dropping out. Hence, the purpose of this study was to identify reading challenges and strategies for reducing these challenges among learners in the junior primary phase in the Ndiyona Circuit, Kavango East Region, Namibia. The study used a qualitative research approach to collect data from 13 junior primary teachers in three selected primary schools in the Kavango-East Region. The researcher used a purposive sampling method to select the participants. Interviews and unstructured questionnaires were used to gather data for the study. The research found that learners experience dyslexic reading difficulties. Inadequate resources in primary schools are another factor contributing to learners' reading difficulties. There are several approaches for supporting learners who struggle with reading. First and foremost, teachers must comprehend what is meant by reading to lessen the reading difficulties faced by primary students. In addition, teachers have a responsibility to teach reading comprehension skills and to encourage fluency in reading. Teachers should also motivate struggling readers and make accommodations for students who have reading issues. Finally, teachers should involve parents in the learning of their children and take part in professional development activities.