Exploring the existing teaching practices and challenges for enhancing Bangla reading competency: a qualitative study on government primary schools

Abstract

The significance of Bangla reading competency in students as a fundamental element for academic achievement is widely recognized. However, the underlying reasons for the low reading proficiency among students in grades two and three remain less explored. This study contributes to existing literature by examining the current teaching practices and challenges faced by Government Primary School teachers in Kurigram Sadar Upazila, Kurigram, concerning the factors contributing to low reading competency and strategies to address this issue. The research revealed that primary school teachers often lack commitment and readiness when conducting classes, identifying student decoding, phonological awareness, blending words, homework, and irregular attendance as major hindrances to achieving reading proficiency. Furthermore, it was observed that there was no adherence to the teacher's guide, less utilization of teaching aids, and classroom methodologies predominantly followed traditional approaches. Moreover, regular assessment of Bangla reading skills at the school level was found to be lacking. Another factor contributing to low reading rates and poor proficiency among early grade students is not maintaining the lesson sequence during class.