Examining Weaknesses in Khmer Reading Skills Among Cambodian Grade 7 Students

Despite Cambodia’s transition from the Program for International Student Assessment for Development to the Program for International Student Assessment, the proportion of students achieving the minimum profi ciency level in reading remains well below the Association of South-East Asian Nation (ASEAN) and Organization for Economic Co-operation and Development (OECD) averages. Moreover, little detailed information exists on students’ specifi c weaknesses in Khmer reading skills. This study investigated weaknesses in Khmer reading among Grade 7 students in public secondary schools. A total of 1,158 students from 29 schools across three provinces completed a 30-item Khmer reading test. The Khmer reading test was designed based on primary and secondary Khmer curricula and textbooks, and the analysis was conducted using classical test theory. The results show that students struggled with identifying word meanings, interpreting context-specifi c meanings, and determining parts of speech. These weaknesses varied across achievement levels, showing two distinct patterns: difficulties in word meaning extended from the lowest- to higher-achieving groups, whereas challenges in part-of-speech identifi cation were concentrated among the lowest- and lower-achieving groups. These findings highlight the need for targeted instructional support, particularly for lowachieving students, with an emphasis on vocabulary development and grammatical categories. Strengthening Khmer reading skills requires multicomponent reading instruction that focuses on word meanings, contextual understanding, and grammar. Taking the alignment between the curriculum and classroom practices into account may support the development of reading skills.