Unearthing Literacy Proficiency Levels among Young Zambian Language Learners: A Case of Some Selected Primary Schools in Nkeyema District

Abstract

The purpose of the study was to investigate indicators of low literacy proficiency levels among young language learners in Nkeyema District- Zambia. Also, the study sought to investigate methods used by teachers in teaching and assessing literacy skills in selected schools. The study used both descriptive and exploratory research designs during investigation. Importantly, Random sampling techniques such as Systematic and cluster were used to select required population where 6 Primary schools were selected from six Zones as well as 06 Head teachers, 06 Senior teachers,12 class teachers and 80 learners. Further, instruments used to collect data were questionnaires; one to one guided interview; Focus Group Discussions (FGDs) and learner’s assessment items. This study used both qualitative and quantitative research methods in analyzing data collected using tables, graphs and pie- charts. Data was later analyzed manually in some cases and a combination of Statistical Package for Social Sciences (SPSS) and MS Excel. What is more, the study findings revealed that there is less attention to language underpinnings by teachers on important literacy skills such as: alphabetic knowledge; decoding; phonemic awareness, reading comprehension and Fluency. Consequently, the study found out that most teachers are incompetent in Literacy teaching and assessment methodology. Findings also reviewed that Grade 4 and 5 learners Literacy performance in fluency, reading comprehension and writing were low. Conversely, the study discovered that most schools were over- enrolled as compared to teaching staff; there is less School – community partnership in literacy activities; schools not having school libraries; absence and inadequate teaching and learning materials. The study recommended that the Ministry of Education through teacher Education Department should intensify on training of Inservice teachers on literacy teaching and assessment methodology; Standards officers and school administrators should ensure that teachers’ supervision and monitoring are done intensively so that literacy teaching procedures are followed as well as correct use of Literacy assessment designs and remediation done to challenged learners.

Introduction

There is growing concern about low literacy levels among young language learners in Zambia, particularly in Nkeyema District, Western Province. Despite various teacher training initiatives and pedagogical programs like the Primary Reading Program (PRP) and Primary Literacy Program (PLP), literacy proficiency—especially in reading fluency, comprehension, vocabulary, and writing—remains poor. Standardized assessments by USAID and national bodies confirm this trend, showing that many learners do not meet minimum reading benchmarks.

Zambia’s literacy challenges are deeply rooted, with a history of shifting language policies that have impacted literacy outcomes. Initial mother tongue instruction was replaced by English-only policies soon after independence, which worsened literacy achievement. Later programs like PRP and PLP sought to balance mother tongue instruction and English literacy, but challenges remain, including inadequate teacher training and the need for phonics-based instruction for English.

International assessments reveal that Zambian children lag behind peers globally, with very low percentages reaching literacy proficiency at early grades. Key causes of low literacy include insufficient qualified teachers, overcrowded classrooms, ineffective teaching methods, lack of motivation among learners, and socio-economic factors.

The study is guided by literacy theories including Vygotsky’s Cognitive Development theory, Maturationist theory, Emergent Literacy theory, and Whole Language theory, which emphasize social interaction, cognitive readiness, early engagement, and comprehension as crucial for literacy development.

The research aims to identify factors causing low literacy proficiency, examine teaching and assessment methods in Nkeyema District, and recommend interventions to improve literacy outcomes. The findings will inform stakeholders and help enhance literacy teaching strategies.

Conclusion

There are important components necessary for effective literacy development at early grades as highlighted by National Literacy Curriculum Framework (2013) which includes: Pre- reading; Punctuation and fluency; Pre – writing; Phonemic awareness; Phonics; Words; Sentences; Comprehension and Writing. Despite the importance on the effective development of literacy levels among young learners as shared in mentioned policy document, the study conducted in six selected Primary Schools in Nkeyema District – Western Province revealed that Grades 4 and 5 learners assessed during study didn’t perform well in literacy skills such as: Fluency; Reading Comprehension; Vocabulary and Writing. Results from mentioned study, revealed that there is less attention to language skills by teachers such as alphabetic knowledge; decoding; phonemic awareness; fluency; phonics; vocabulary and reading comprehension. Importantly, Spaull&Pretorious, (2019), mentioned that both decoding and comprehension are dependent on oral reading proficiency and this includes vocabulary knowledge, listening comprehension and knowledge of grammar. However, the most challenging literacy skill to learners noted was fluency. Further, the study results showed that most teachers used formal literacy assessment which involves the use of standardized procedures that require administering and scoring the assessment in the same way for all learners, also It focuses mostly on reading and writing tasks leaving other literacy areas such as speaking, listening, viewing and performing. Again, other literacy assessment methods such as diagnostic and performance literacy assessments were less administered. Despite this fact, clear performance targets linked to instructional goals were not met. Importantly, teachers who are language assessment literate can design and administer effective testing activities, interpret students scores accurately, formulate appropriate teaching and making rational education decisions (Shen,2022). The additional factors that contribute to low literacy proficiency levels among young Zambian language learners are : over enrolment of learners in schools; Less – school community partnership in literacy activities; Absence and inadequate teaching and learning materials in reading; lack of school libraries; inadequate classroom spaces in some schools; less attention to learners with specific learning disabilities; inadequate literacy teaching methods such as explicit science instruction and systematic phonics method. Essentially, explicit science instruction involves direct teaching of all concepts with clear, concise instructions and demonstrations, it builds from the simplest concepts to more complex ones, ensuring that no critical learning step is missed while systematic phonics method of teaching reading emphasizes the systematic acquisition of letter- sound correspondence.

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Copyright

Copyright © 2025 Chrispin Wakumelo, Martin Mugisha. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.