In this article, the author examines the processes underlying reading development and the factors contributing to reading failure among children. The article discusses cognitive, linguistic, motivational, and environmental influences that shape reading acquisition, highlighting how difficulties may arise from deficits in phonological awareness, comprehension skills, or inadequate instructional support. Emphasizing early identification and targeted intervention, the author advocates for responsive teaching practices that address diverse learning needs and prevent long-term academic consequences. The discussion underscores the importance of creating supportive literacy environments to foster competence, confidence, and sustained engagement in reading.
Kok Hwee Chia (Thu,) studied this question.