Determinants of Reading Challenges among Urban Primary School Pupils

This research investigates the underlying causes, consequences, and remedial strategies associated with reading difficulties among primary school pupils enrolled in remedial programs in urban Kuala Terengganu. Persistent literacy underachievement has been closely associated with unstable family structures, limited community engagement in education, and learner-related factors such as low intrinsic motivation and inconsistent school attendance. Employing a qualitative research framework, the study gathered data through semi-structured interviews with three experienced remedial language teachers. The findings indicate that an unconducive home literacy environment, socioeconomic constraints, and minimal community-based academic support significantly impede pupils’ reading development. These constraints not only undermine academic performance but also adversely affect learners’ emotional stability, self-confidence, and long-term educational progression. The study further identifies practical intervention measures, including the use of interactive teaching materials, activity-based learning approaches, positive reinforcement mechanisms, and strengthened parental and community involvement. It concludes by advocating for a coordinated and holistic strategy involving educators, school leaders, families, and policymakers to establish a sustainable support system that enhances literacy outcomes for struggling learners. The implications of this study are significant for informing inclusive, responsive, and equity-oriented educational policies.

Reading difficulties, reading literacy, inclusive education, literacy intervention, remedial pupils

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