Improving Reading Skills in Primary Education 

 Published on: September 7, 2026

Reading competency is more than recognising letters and pronouncing words. It means being able to read with reasonable accuracy and fluency, understand meaning, and use what has been read to learn, think, and communicate. For a primary school child, this competency is fundamental because almost every aspect of school learning depends on the ability to read. Reading is not only a language skill; it is also a foundation for learning across different subjects. When children develop strong reading skills, they are better able to follow instructions, understand questions, participate in classroom activities, and learn independently.

Bangladesh is currently facing an important challenge in this area. Recent reports have drawn attention to children in primary schools who reach higher grades without developing adequate foundational reading skills in Bangla and English. Some students struggle with basic words, sentences, pronunciation, fluency, and understanding. When children move from one grade to another without strengthening these foundations, the difficulty can affect their learning in many other areas. A child who cannot read a question properly, for example, may also find it difficult to answer a question in mathematics, science, social science, or another subject. In this way, weak reading competency can gradually become a wider learning challenge.

Recognising this challenge, the Bangladesh government has given renewed importance to foundational learning and essential competencies in primary education. Current education discussions increasingly emphasise what children should actually be able to do by the end of primary school, rather than simply how much of the textbook they have completed. This focus is important, but policy alone cannot improve reading. The real change must happen through everyday classroom practice. Teachers are therefore central to translating educational priorities into meaningful learning experiences for children. Even simple classroom practices, when used regularly and thoughtfully, can make a significant difference.

Reading should therefore become a regular part of classroom learning. It should not be treated as an activity reserved only for language classes. Every classroom can provide opportunities to read. Students read words, sentences, questions, instructions, descriptions, and other learning materials throughout their school day. Therefore, every teacher can contribute to developing children's reading competency. A social science teacher, for example, can ask students to read a short description from the lesson, while a science teacher can allow students to read and explain a short passage about a topic. In this way, reading becomes connected with learning rather than being seen as a separate activity.

One simple and effective practice is reading aloud. Teachers can regularly invite students to read a few sentences or a short paragraph from the lesson. Reading aloud helps teachers notice difficulties with pronunciation, fluency, word recognition, and confidence. When mistakes occur, teachers should correct them gently and encourage students to try again. The purpose is practice, not embarrassment. A supportive classroom atmosphere is especially important because some children may feel nervous or afraid of making mistakes in front of their classmates. Teachers can appreciate effort and gradual improvement rather than focusing only on perfect performance. This can help children become more willing to participate and practise.

Reading aloud can also help teachers identify children who may require additional support. Some students may recognise individual words but struggle to read connected sentences fluently. Others may read accurately but have difficulty explaining the meaning of what they have read. By listening carefully, teachers can understand these differences and provide appropriate support. Short and regular reading activities can therefore also function as an informal way of monitoring children's progress.

Pair reading can make reading more frequent and inclusive. Two students can take turns reading a passage to each other. One reads while the other listens, and then they change roles. Teachers can move around the classroom, listen to different pairs, and provide support where needed. This allows more children to practise reading within a limited period and can be particularly helpful for students who are hesitant to read in front of the whole class. Pair reading can also encourage cooperation among students. Children can learn from one another, listen carefully, and develop greater confidence through repeated practice.

Most importantly, reading should become a daily classroom habit. It does not always require a separate reading period or additional teaching materials. A few purposeful minutes of reading in different lessons can provide children with repeated opportunities to practise. Over time, these small practices can build fluency, confidence, vocabulary, comprehension, and a willingness to read. Teachers can use the materials that are already available in textbooks, worksheets, classroom displays, questions, and instructions. The key is not necessarily the quantity of materials but the regularity and purpose of reading opportunities.

Reading should also be connected with comprehension. After students read a sentence or paragraph, teachers can ask simple questions such as, “What did you understand?” “What is the main idea?” or “Can you explain this in your own words?” Such questions encourage children to move beyond simply pronouncing words. They help students think about meaning and connect reading with communication and reasoning. Even a short discussion after reading can make the activity more meaningful and help teachers understand whether students have actually understood the text.

Improving reading competency is therefore not the responsibility of one teacher or one class. It is a shared responsibility. When teachers give children regular opportunities to read aloud, read in pairs, discuss what they have read, and explain what they have understood, the classroom becomes a stronger environment for learning. Parents can also support this process by encouraging children to read regularly at home, but schools remain an important place where systematic and inclusive reading practice can take place.

The goal of primary education should not simply be that children finish their textbooks. It should be that they can read confidently, understand what they read, and use reading to learn. If reading becomes a regular practice in every classroom, every teacher can contribute to building a generation of more confident and capable readers. Developing reading competency may begin with a few minutes of reading each day, but its impact can extend far beyond the classroom. Strong reading skills can support children's academic progress, confidence, communication, independent learning, and lifelong learning. For this reason, making reading a daily classroom practice should be considered an essential part of strengthening the quality of primary education in Bangladesh. 

Khondokar Sabera Hamid holds an M.Ed. from the University of Dhaka, along with postgraduate degrees in Economics and Development Studies. She is an Assistant Teacher at South Point School and College, Dhaka.