Exploring relation between curriculum and instructional framework on reading skills in English for the students of class 3 at government primary school

Abstract

In Bangladesh, students come to school with strengths in their native language. The challenges for schools transpire because of the prevalence of second-language literacy instruction when students learn to read in English. This study intends to explore the literacy instructions in English in primary schools and how it is related to the curriculum and instructional framework for class 3 students. A qualitative approach has been used to find out the result that shows anomalies in curriculum development, textbook design, instructional mechanisms, and classroom practices regarding reading skills in English which requires attention to put up strong policy initiatives.