2026-04-28T15:48:15Z https://meral.edu.mm/oai

oai:meral.edu.mm:recid/00012260 2025-12-10T08:48:34Z 1607960099348 1607960099348:1608035612363

FACTORS INFLUENCING EARLY GRADE READING SKILLS IN TAUNGGYI TOWNSHIP Ma Nang Aye Zar Ni Aung This study investigates factors influencing early grade reading skills among primary school students in Taunggyi Township, Myanmar. Using a cross-sectional survey with data from 300 students from Grade 1-3 were selected from 10 schools across five remoteness categories, along with their parents and teachers, collected through a two-stage random sampling method. The Early Grade Reading Assessment (EGRA) was employed to measure proficiency across nine literacy components, with multiple regression analysis used to identify determinants of reading performance. Results indicated that students performed best in phonological awareness tasks but struggled with comprehension. The overall mean EGRA score was 50.86 per 900, with substantial progression across grades -non-readers decreased from 80% in Grade 1 to 22% in Grade 3. Four regression models explained between 51.2% and 60.1% of variance in reading performance, revealing that adult homework assistance emerged as the strongest predictor of reading achievement. The use of Myanmar exercise book, teacher marking practices, and preschool attendance significantly supported reading development. Non-remote school locations consistently predicted better outcomes, highlighting geographical disparities in educational access. The presence of adult readers in households and systematic assessment use further enhanced reading performance. Pedagogical effectiveness varied by student ability level. Struggling readers benefited from oral modeling approaches, repeated reading strategy, pictorial storytelling and silent reading. Advanced readers performed better with sophisticated activities like compound word construction and role play but struggled with repetitive exercises designed for beginners. The study demonstrates that effective reading instruction requires aligning teaching strategies with student readiness levels, supported by strong home-school partnerships and equitable resource distribution. Key recommendations include strengthening parental engagement, ensuring equitable access to educational materials, implementing differentiated instruction, and providing targeted teacher training in evidence-based literacy methods. 2025-06-02 https://meral.edu.mm/records/12260