Barriers to Reading and Writing Development in Grade Learners Through the Lens of Seasoned Teachers

Abstract

This study focused on the underlying difficulties that affect Grade 2 learners’ ability to read and write, as observed by experienced educators. Despite efforts to promote early literacy, many young learners continue to encounter challenges that hinder their progress in developing essential reading and writing skills. Through semi-structured interviews with qualified and seasoned teachers, this research identifies key factors such as limited vocabulary, weak phonemic awareness, and varying levels of parental involvement as significant barriers to literacy development during the early years of schooling. Furthermore, the study examines how these teachers respond to such challenges in their classrooms. Findings highlight that strategies like inclusive instruction, differentiated learning, and targeted interventions play an essential role in supporting struggling learners, particularly those who are categorized as English Learners 2. The insights from these experienced teachers reveal that professional expertise and instructional flexibility are instrumental in addressing the diverse needs of students in reading and writing development. The study also emphasizes the practical implications of teacher experience in managing literacy-related difficulties. It offers recommendations for improving literacy instruction at the primary level and encourages stakeholders to consider these real-world classroom perspectives when forming policies or interventions.