Exploring the existing teaching practices and challenges for enhancing Bangla reading competency: a qualitative study on government primary schools
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Date
2024-03Publisher
Brac UniversityAuthor
Hosen, Md. AtoarMetadata
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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.