UNVEILING THE READING RIDDLES: UNRAVELLING THE CHALLENGES FACED BY GRADE 4 TEACHERS IN TEACHING READING

Abstract

Teaching reading skills to learners is a fundamental task for grade 4 teachers, laying the foundation for their academic success and future learning. However, numerous challenges arise during this critical stage, impacting the effectiveness of reading instruction. This study aims to unravel the multifaceted challenges faced by grade 4 teachers when teaching reading and shed light on potential strategies to enhance reading instruction. The research methodology employed qualitative research techniques, including interviews, observations, and document analysis, to gather data from grade 4 teachers in diverse educational settings. Through thematic analysis, common challenges emerged, which can be classified into three key areas: learner-related factors, curriculum-related factors, and pedagogical factors. Firstly, learner-related factors encompassed issues such as varying reading abilities, limited vocabulary, and lack of reading motivation among learners. These factors posed significant challenges for teachers, requiring differentiated instruction and tailored approaches to address individual needs effectively. Secondly, curriculum-related factors highlighted concerns about the adequacy and suitability of reading materials, as well as time constraints within the curriculum. Teachers reported difficulties in finding appropriate texts that engaged learners and catered to their diverse interests and reading levels. Additionally, the pressure to cover a broad range of topics within limited time frames limited the depth and thoroughness of reading instruction. Lastly, pedagogical factors encompassed challenges related to instructional strategies, assessment methods, and teacher training. Teachers faced dilemmas in selecting appropriate instructional methods to develop reading skills, including phonics, fluency, comprehension, and critical thinking. Assessing learner progress effectively and providing timely feedback also posed challenges. Furthermore, teachers expressed the need for ongoing professional development opportunities to stay updated on the latest research and best practices in teaching reading. Based on the findings, this study eemphasises the importance of targeted support and resources for grade 4 teachers to address the identified challenges effectively. It calls for the development of comprehensive reading programmes that integrate high-quality, diverse reading materials, flexible instructional strategies, and ongoing professional development initiatives. Collaborative efforts between teachers, administrators, and curriculum designers are essential to provide sustainable solutions and improve reading instruction in grade 4 classrooms.