Functional Literacy Challenges among Grade 7 Learners: An Exploratory Study

Authors

Gerlie T. Omagbon

Abstract

This study examined the literacy performance, challenges, contributing factors, and coping strategies of Grade 7 learners identified through PHIL-IRI as having low literacy levels. The study used a qualitative descriptive design. Data came from FLAT results, learner interviews, and teacher and head teacher input. The researchers used thematic analysis, frequency tables, and codes-to-themes matrices to analyze the data. Findings showed that not all 15 learners were functionally literate. Of these, 13.33% were at the letter level. Another 26.67% were at the word level, and 60.00% were at the paragraph level. Learners struggled with reading comprehension, written expression, following instructions, confidence during literacy tasks, and using literacy skills in daily life. These challenges stemmed from limited literacy resources, poor home and classroom environments, inconsistent parental guidance, English language barriers, classroom limitations, and socio-economic demands. To cope, learners sought help from peers, teachers, and family. They practiced independently, adjusted their study routines to accommodate household responsibilities, used available resources and programs, and sometimes avoided tasks to manage anxiety. The study recommends sustained, differentiated, and learner-centered literacy interventions. It also calls for stronger remedial and ARAL programs, greater access to reading materials, and the inclusion of learners in the design of effective literacy support initiatives.

Keywords

coping strategies, differentiated instruction, Functional literacy, Grade 7 learners, literacy challenges, PHIL-IRI, remedial reading programs