Abstract :
Abstract The present study diagnosed English reading difficulties faced by students among primary school learners in public and private sector schools. To investigate the problem, teachers' perceptions were taken to find out the prevailing situation. A survey study was conducted using a rating scale instrument. Data analysis highlighted significant differences in pronunciation problems, with public school learners encountering more problems. On the other hand, public school learners also experience more problems regarding speed, but the difference between both sectors was not significant. Comprehension problems are comparable between the two groups. Gender-based disparities show that male students in public schools encounter more pronunciation challenges, though overall reading problems are significant for both genders in public schools. Recommendations include targeted programs for pronunciation improvement and enhanced comprehension instruction. This study contributes valuable insights for educators, policymakers, and curriculum developers aiming to address English reading challenges in diverse school settings.
Keyword :
Keywords: English Reading Difficulties, Primary Grade Students, Public and Private Schools, Teachers' Perceptions