Factors Affecting Lao Reading Difficulties among Students at the Demonstration Secondary School of Savannakhet Teacher Training College during the 2024–2025 Academic Year

Abstract

This study aimed to investigate the factors affecting the inability of Grade 6 (Year 1 of lower secondary school) students to read the Lao language proficiently at the Demonstration Secondary School of Savannakhet Teacher Training College. The research instrument was a questionnaire administered to 20 teachers (10 females) and 17 students (8 females). The findings revealed that environmental factors and students’ distractions, including excessive engagement with video games, mobile phones, and negative peer influence, had the greatest impact on students’ Lao reading ability. In addition, many students lacked fundamental literacy skills acquired during preschool and primary education. Parental factors, particularly emotional support, encouragement, and regular monitoring of students’ learning, were also found to significantly influence students’ Lao reading achievement. Based on these findings, the study recommends that teachers enhance their professional competencies through continuous training in modern teaching approaches that are aligned with current educational reforms. In teaching reading, teachers should strengthen students’ reading skills in all key areas, including letter recognition, pronunciation, vocabulary development, reading fluency, and reading comprehension. Furthermore, teachers should regularly engage in professional learning activities, such as sharing teaching experiences, reflecting on instructional practices, and collaborating with educational experts and other educational institutions. In addition, the study recommends strengthening the regulations and management systems for general education students to ensure more effective supervision and discipline. These regulations should be updated to reflect contemporary educational contexts while maintaining consistency and uniformity across the country.