Building Foundational Skills of Primary Students Through Reading

Abstract

The purpose of this research study was to establish the relationship between early reading skills performance and the mental development of primary school students as a mixed-methods study, the research both qualitative and quantitative data collection methods were employed systematically. Data collection instruments were reported to be standardized; 30 persons took part in the pilot study. The study subjects were parents and instructors of the children and the elementary school pupils from the Lahore district. 150 teachers, 100 parents, and 50 administrators were selected employing a purposive proportionate stratified random sampling approach out of a sample of 300 participants. The study data were analyzed using multiple regression, correlation, and descriptive analysis on SPSS version 25. In addition, the participant observation and content analysis allowed us to collect some more qualitative data about the instructional practices as well as the readers’ interest in the book. The study identified an interaction between pupils’ reading ability, phonemes, and instructor preparation and concluded that parents’ engagement and fair distribution of resources were key obstacles. Based on the study, the only way to enhance literacy outcomes is through phonemic awareness, enhanced word knowledge, and guided reading. The educational management is recommended to utilize technology-based literacy and learning support, enhance parental engagement in reading products, and develop well-organized teacher learning interventions. More research needs to be done on the cumulative consequences of basic reading instructions on the student’s total development.