Reading Comprehension and Fluency Gaps among public Rural Primary Students: the Case of South Pemba region in Zanzibar

Abstract

This study investigates the gaps in reading comprehension and fluency among rural primary students in the South Pemba region of Zanzibar. It examines students' performance in non-word reading and text comprehension, identifying the underlying causes of their difficulties and proposing potential solutions. Utilizing a mixed-methods approach, the research involved cross-sectional quantitative surveys and qualitative observations. Approximately 100 students participated in a Non-Word Reading Test and a Comprehension Test, designed to evaluate their phonemic awareness, decoding skills, and comprehension abilities. Classroom observations provided insights into teaching practices and the learning environment. Statistical analyses were applied to the quantitative data, while thematic analysis was used for the qualitative data. The findings revealed significant deficiencies in reading skills, with poor fluency and comprehension levels among the students. Notably, 69% of learners could decode fewer than 15 non-words, and 92% of attempts were incorrect. The students struggled with reading comprehension, particularly in answering inferential questions, highlighting weaknesses in phonemic awareness and fluency development. The study emphasizes critical literacy deficits and suggests strategies, such as promoting explicit phonemic awareness and enhancing teacher education, to improve literacy outcomes. These insights can guide policymakers and educators in addressing literacy challenges in rural Zanzibar.