Components of the Zambian Primary School Literacy Instruction Programme: Is There Literacy Skills Deficiency among Grade Five Learners in Nyimba District?

The study investigated the components of the Zambian Primary School Literacy Instruction Program in Nyimba district and examined whether there were literacy skills deficiencies among grade five learners. Explanatory sequential research design was used on 142 study participants. Through interviews with grade teachers, six core components: phonemic awareness, phonics instruction, reading fluency, vocabulary, reading comprehension and writing were identified as essential for effective literacy education. Analysis of pre-test data revealed alarming deficiencies, particularly in vocabulary, dictation, story writing, pronunciation and sentence fluency, indicating inadequate foundational skills among students. Deficits in these areas hindered academic performance, access to complex texts and critical thinking opportunities. Contributing factors included a lack of English dictionaries, insufficient storybooks and teacher disorientation regarding effective literacy instruction methods. The findings underscore the necessity of a comprehensive literacy framework that integrates all components of literacy, providing adequate resources, and enhance teacher training. By addressing these challenges, the study advocates for improved literacy outcomes, ultimately fostering a stronger foundation for lifelong learning in resource-constrained educational environments.