Md Bayazid Khan :
The critical area of learning at primary education is ensuring development of reading skills of students in mother language Bangla which builds the foundation of lifelong learning. Without improving reading skills in their mother language, students never learn in other subjects except English.
So inclusive development of reading skills should be given priority in learning at primary level. Tribal students should get the opportunity of developing reading skills in Bangla and their native language simultaneously.
Considering the necessity of communication internationally, primary school children should develop their reading skills in English too. Achieving reading skills should be the premier learning area and every primary graduate should become an independent reader in both Bangla and English.
As reading involves both fluency and comprehension therefore independent readers should have the ability to read a text accurately with proper expression.
They should also have the ability to understand, interpret and draw meaning from a text. Developing the above mentioned skills for improving reading, the teaching-learning process at pre-primary up to grade two classes are vital to recognizing letters, vowel signs /symbols, joint letters; decoding the words and grasping the meaning of words, sentences and paragraphs.
As reading is fundamental to learning, enhances cognitive skills such as critical thinking, comprehension, and problem-solving, improves language proficiency that enhances both written and verbal communication, allows students to collect information online and offline for gaining knowledge and creates enthusiasm and curiosity for learning more therefore developing primary children as independent readers has immense efficacy in learning for the next stages of education.
Following initiatives may consider addressing issues that impede the development of reading skills:
Irregular attendance and long time absence of students must be stopped by any means. Regarding this teachers and school management committee should take initiatives such as home visit, awareness programme for mothers and parents, intensive support to weaker students in learning, making teaching-learning process joyful & fearless, utilizing SLIP funds or encouraging well- to- do persons of the community to provide food and learning materials to underprivileged students.
Teachers’ timely arrival and departure alongside with performing class routine wise teaching-learning activities must be ensured. Instructions in the teacher guides must be followed with ensuring uses of teaching materials (alphabet & other charts, letter/word cards etc) in the pre-primary to grade two Bangla and English classes.
During teaching of other subjects except English, teachers need to spend a few minutes reviewing letters/joint letters/vowel signs knowledge, difficult/new words with meaning and reading practices with comprehension.
Students may be compelled to read Supplementary Reading Materials (SRM) at school and also allow them to take SRM at homes for developing the culture of reading habits.
Competition on letter/ joint letter knowledge, word/sentence formation/ meaning, fluent reading and storytelling might be arranged frequently to encourage students to become independent readers. Group reading practices may be encouraged. Observing nationwide ‘Reading Day or Week’ may be introduced with a view to encourage students developing reading habits.
‘Community Reading Club’ or ‘Home School for Improving Reading Skills’ facilitated by parents/elder siblings/ex. teachers/appointed facilitators might be introduced under the supervision of teachers. Radio or Television programmes for improving reading skills in Bangla and English might be introduced.
Teaching-learning process at school never stops even in the time of facing emergencies like natural disasters, local conflicts etc. During disasters application of blended teaching, transport support (boat) to attend school by teachers & students and replacement/renovation of classrooms or physical infrastructures may become effective to continue children’s learning.
Many teachers may not receive adequate training on effective teaching techniques/methods in language teaching. All teachers may be brought under short term training on effective language teaching techniques.
Tribal students often face difficulties transitioning between their native languages and the official language of instruction that can impede reading development. At pre-primary to grade two classes tribal students should have access to learn both Bangla and their native language.
Regular software basis online and offline monitoring and evaluation of students’ performance in recognizing letter/vowel sign/joint letter & vocabulary knowledge and reading skills with understanding by head teachers and supervisory officers must be ensured. Teachers might be brought under accountability rigorously considering students’ progress in reading skills.
Developing every learner as an independent reader is a challenging task and regarding the challenge to be addressed the government may seek private sector engagement.
As the private sector has the policy of implementing Corporate Social Responsibilities (CSR) therefore the government may encourage corporate companies to collaborate with the initiatives to develop students as independent readers.
Regarding this private sector may invite to contribute to the initiatives such as providing digital devices & internet facilities for online teaching-learning, mid-day meal, transport facilities (boat) for flood affected areas and establishment of temporary classrooms to continuing education during disasters; smooth running of ‘Community Reading Club’ & ‘Home School for Improving Reading Skills’; contributing to appointment of temporary based para teachers for language teaching in the tribal areas schools etc.
(The writer works for primary
education).
