Asian Journal of Education and Social Studies

This study examined the reading performance of kindergarten pupils and explored whether significant differences exist based on their age and gender. The sample consisted of 17 pupils aged 5 to 6 years old, with a nearly equal distribution of males and females. All pupils had access to reading materials at home and prior daycare exposure, factors considered important for early literacy development. The study assessed pupils’ ability to recognize letter names and letter sounds in both capital and small letters. Results revealed that all pupils could identify letter names, while 88.24% successfully recognized letter sounds. A small number of pupils experienced difficulties with specific letter sounds, particularly those that are visually or phonetically challenging. Statistical analysis showed no significant difference in reading performance when grouped according to age or gender, indicating that these factors do not substantially influence early reading skills within this sample. The findings suggest that the pupils are generally developing appropriate literacy skills for their age and that equal instructional opportunities are supporting balanced reading development across genders and ages. However, the presence of a few pupils lagging in letter-sound recognition underscores the need for targeted interventions to address individual learning needs. The study recommends implementing a targeted reading intervention program of kindergarten pupils, focusing on enhancing letter-sound games, and individualized support to cater diverse learning needs. Teachers should provide regular progress monitoring and adjust instruction accordingly. Additionally, parental involvement through the regular reading activities at home can reinforce classroom learning. Professional development opportunities for teachers can also enhance their skills in early literacy instruction. By implementing this program, we aim to improve the reading performance of kindergarten pupils and set a strong foundation for their future academic success. Overall, this research contributes to understanding early reading development in kindergarten learners and highlights the importance of tailored support to foster reading success for all pupils.