Study of Pupils’ Learning Difficulties in Reading in Primary Schools in Anambra State and Curriculum Implications

Reading difficulties in the early primary years, if unaddressed by targeted curriculum interventions, create cascading academic disadvantage, and documenting their prevalence and patterns in Anambra State primary schools informs literacy curriculum and teaching reform. This study assessed the prevalence and types of reading difficulties among Primary Three pupils in Awka South and Onitsha North Local Government Areas, Anambra State, South East Nigeria. A descriptive diagnostic survey design was employed. Standardised reading assessments (Yoruba and English versions of the EGRA assessment adapted for Igbo-speaking pupils) were administered to 300 Primary Three pupils. Teacher questionnaires supplemented pupil data. Results showed that 38.3 percent of assessed pupils were reading below the benchmark level for their grade. Phonological awareness deficits were the most common difficulty type (present in 52.4 percent of below-benchmark pupils). Fluency difficulties (accuracy combined with slow reading speed) were present in 67.8 percent of below-benchmark readers. Comprehension difficulties were less prevalent but present in 41.2 percent. Teacher awareness of specific reading difficulty types was low in 71.7 percent of respondents. The study recommends integration of systematic phonics instruction in the Primary One to Three curriculum, teacher training in early reading assessment, and a school-based reading intervention protocol linked to curriculum objectives as priority reforms for Anambra State primary literacy outcomes.

Keywords: reading difficulties, primary school, Anambra State, literacy curriculum, early reading