Factors Contributing to Reading Difficulties Among Primary School Students

Abstract

This study aims to identify the contributing factors, impacts, and intervention strategies related to reading difficulties among remedial pupils in primary schools within urban areas of Kuala Terengganu. Low reading literacy has been strongly linked to familial instability, unsupportive community environments, and internal factors such as poor motivation and irregular school attendance. Adopting a qualitative research design, data were collected through semi-structured interviews with three experienced remedial teachers. Findings revealed that the lack of a conducive home learning environment, low socioeconomic background, and limited community support significantly contributed to students' reading challenges. These issues hinder academic achievement and negatively affect students' emotional well-being, motivation, and long-term educational opportunities. Effective intervention strategies identified include engaging teaching aids, fun-learning activities, token reward systems, and the involvement of parents and the local community. The study recommends a collaborative and holistic approach among stakeholders, teachers, school administrators, parents, and policymakers to provide a comprehensive support system that enhances reading literacy among struggling learners. The implications of this study are vital in shaping inclusive and responsive educational policies for pupils with remedial learning needs.