Factors Contributing To Low Early Reading Skills Among Year 2 Pupils At State Primary School 023 Pandau Jaya

Putri Wahyuni; Fitriyeni

doi:10.33578/pjr.v10i5.1743

Authors

Putri Wahyuni Islamic University of Riau, Indonesia Author
Fitriyeni Islamic University of Riau, Indonesia Author

DOI:

https://doi.org/10.33578/pjr.v10i5.1743

Keywords:

causal factors, early reading, literacy, primary school pupils, reading difficulties

Abstract

This study was prompted by the low and uneven early reading ability of Year 2 pupils, as well as the various difficulties encountered in the reading process. It aimed to describe the forms of difficulties in early reading and the factors influencing them amongst Year 2 pupils at SD Negeri 023 Pandau Jaya. This study employed a qualitative approach with a narrative design. The research participants comprised four pupils, two classroom teachers and the school headteacher. Data were collected through observation, interviews, and documentation, and analysed using triangulation techniques to ensure data validity. The results reveal that pupils’ early reading ability remains relatively low and varies considerably. The difficulties experienced by pupils include difficulty in recognising letters, reading by sounding out words which leads to a lack of fluency and difficulty in understanding simple texts. The factors causing these reading difficulties stem from the interaction of several aspects, namely physiological, intellectual, environmental, socio-economic and psychological factors. Among these, psychological factors were found to be the most dominant, particularly in relation to low motivation, a lack of interest in reading and low self-confidence. Furthermore, the family environment plays a significant role, especially in terms of limited reading experiences and a lack of literacy habits at home. In conclusion, pupils’ low early reading ability is not caused by a single factor, but rather by multiple interrelated factors. Therefore, comprehensive efforts are required, including the implementation of more varied and engaging teaching strategies, the enhancement of pupils’ motivation and self-confidence, and active parental involvement in fostering reading habits.

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