The Effect of Educational Input on Early Grade Reading Skills in Taunggyi Township

Abstract

This study aimed to analyse the effect of educational input on early grade reading skills among students in Grades 1 to 3 in Taunggyi Township. A cross-sectional survey research design with a quantitative approach was employed. Data was collected through structured questionnaires from 300 participants, including students and their teachers. Participants were selected using a two-stage random sampling method stratified by remoteness from the Township Education Office. The data were analysed using the Statistical Package for the Social Sciences (SPSS) version 27. Descriptive statistics and multiple regression analysis were applied to examine the relationships between educational input variables and reading skills. Findings revealed substantial improvements in reading scores across grade levels, with phonological awareness as the highest-performing skill and comprehension posing the greatest challenge.  The results show that adult help with homework, the presence of an adult reader at home, the use of Myanmar exercise books, teacher marking, a non-remote school location, and the use of formative assessment were significant positive predictors of early grade reading proficiency. Excessive reliance on summative assessment had a negative impact. Female students and those speaking Myanmar at home performed better in reading tasks. The findings emphasise the significance of parental support, learning materials, geographic accessibility, and formative assessment practices in enhancing early-grade reading outcomes in Taunggyi Township.