Reading Difficulties and Self-Esteem Among Primary School Children in Gombe State

This study investigates the relationship between reading difficulties and self-esteem among primary school children in Gombe State, North East Nigeria. Reading is central to academic success across all subjects, and children who struggle with reading acquisition frequently experience cascading academic failures and associated negative self-evaluations. In northern Nigerian states with high rates of reading difficulty and limited access to specialised remedial support, the psychological consequences of reading failure deserve focused investigation. This research adopted a cross-sectional comparative design involving 280 children in Primary 2 to 5 across six government primary schools in Gombe metropolis. Reading ability was assessed using the Neale Analysis of Reading Ability, Third Edition, and children were classified as having reading difficulties based on standardised cut-off scores. Self-esteem was evaluated using the Harter Self-Perception Profile for Children, rated by both child and teacher. Results indicate that children with reading difficulties scored significantly lower on academic self-esteem and global self-worth compared to typically developing readers. Social self-esteem showed a similar pattern. However, children who received reading support from their teachers reported higher academic self-esteem despite persistent reading difficulties, suggesting that teacher responsiveness partially buffers the self-esteem consequences of reading failure. The study recommends that Gombe State Universal Basic Education Board develop teacher capacity for early reading difficulty identification and timely in-class support provision. Keywords: reading difficulties, self-esteem, primary school children, Gombe State, academic self-concept.