Factors Affecting Lao Language Reading Ability of Grade 5 Primary School Students in the Lao PDR

Abstract

This study aimed to investigate the level of Lao reading ability among primary school students in the Lao People’s Democratic Republic (Lao PDR) and to examine the factors affecting their reading ability. The study employed a quantitative research approach. The target group consisted of Lao language teachers and school administrators of whom were female) from  schools across three regions of the country. Participants were selected using purposive sampling. The research instrument was a questionnaire designed to assess factors affecting students’ reading ability, using a five-point rating scale. The data were analyzed using descriptive statistics, including frequency, percentage, mean, and standard deviation.

The findings revealed that the overall level of factors affecting students’ Lao reading ability was very high. When examined by category, the findings were  Student-related factors had the greatest effect and were rated at a very high level. The main issues included language limitations among students from ethnic minority groups and short attention spans associated with the use of technological media.  Family and environmental factors had a high level of effect, primarily because parents lacked sufficient time and skills to support reading activities at home.  Teachers’ teaching practices and learning management had a high level of effect, as teachers continued to rely on traditional teaching methods and lacked instructional materials, such as storybooks and language games, to stimulate students’ interest in learning.