Reading proficiency is a cornerstone of academic success, however, disparities in reading abilities persist among students. This heterogeneity in reading levels even within the same grade is a complex issue to be explored which may be influenced by a myriad of factors. To address these disparities, there is a pressing need to investigate effective strategies to support all students in becoming proficient readers.
There are various reasons why reading proficiencies may be hindered. This can be related to socio-economics, access to schools, types of reading materials and related. However, despite these, I personally feel that a key gap is also ‘reading for meaning’. Whilst learners are taught to read and learn words/sentences, they may not be taught how to read for meaning and interpretation. Hence, strategies must include and support this key area of ‘reading for meaning’. Teachers have a key role to play in this.
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