THE ROLE OF SOCIOECONOMIC FACTORS IN THE READING PERFORMANCE OF GRADE 1 PUPILS

Teaching Reading

This study examined the impact of socioeconomic factors on the reading performance of Grade 1 pupils, focusing on individual, family, and school influences on phonemic awareness, vocabulary, fluency, and comprehension. The study also explored challenges faced by parents and teachers in supporting reading development. The findings revealed that socioeconomic factors such as family income, parents’ educational level, and occupation played significant roles in shaping reading outcomes. Pupils with higher motivation, strong reading strategies, and active parental involvement demonstrated better reading performance. Family stability and the time parents dedicated to reading with their children were critical for enhancing phonemic awareness and comprehension. School factors, including the availability of reading materials and effective teacher instruction, also positively influenced pupils' reading abilities. The study found significant correlations between family income, parental education, and pupils' reading fluency and comprehension. Furthermore, challenges faced by parents with lower educational backgrounds and teachers managing diverse classroom needs highlighted the importance of collaboration in overcoming barriers to reading success. The results emphasize the interconnectedness of socioeconomic factors in supporting early reading development and suggest that a supportive home environment and effective school practices are essential for improving reading outcomes.

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