Current Reading Instruction Practices and Gaps in Sinhala Literacy: A Survey of Primary Teachers in Sri Lanka
H.D.C. Priyadharshani
*
Department of Special Needs Education, Faculty of Education, The Open University of Sri Lanka, Sri Lanka.
*Author to whom correspondence should be addressed.
Abstract
Reading is a foundational skill in primary education, though many students in Sri Lanka experience difficulties in Sinhala literacy. This study examined the current practices of Sinhala reading instruction. Further, it identified common reading difficulties that are observed among primary students. The study addressed two research questions focusing on (1) instructional methods used in teaching Sinhala reading and (2) gaps in students’ reading skills as perceived by teachers.
A descriptive mixed-methods design was adopted. Survey data were collected from 104 primary teachers representing all nine provinces of Sri Lanka. Qualitative data were gathered through semi-structured interviews with 12 teachers and classroom observations conducted in three schools from low-response provinces. Quantitative data were analysed using descriptive statistics, while qualitative interview and observation data were analysed through thematic coding. Findings from the different data sources were triangulated to strengthen interpretation.
The results indicate that Sinhala reading instruction is largely dominated by textbook use, repetition, and whole-class reading. Phonics instruction is applied inconsistently, and the use of storybooks, supplementary materials, and digital or assistive tools remains limited. Teachers reported persistent reading difficulties among students, including slow and hesitant reading, problems with diacritic-based akshara (letters), weak syllable blending, and limited comprehension. Classroom observations confirmed these patterns. Although minor regional variations were noted, core instructional practices and reading difficulties were consistent across provinces.
The findings reveal a clear misalignment between recommended literacy practices and the instructional realities of primary classrooms. This misalignment is evident in the limited use of systematic phonics, insufficient fluency-focused activities, and low access to diverse reading materials. Structural constraints such as limited resources, insufficient teacher training, and restricted instructional time further contribute to these gaps. The study highlights the need for strengthened teacher preparation, improved access to reading resources, and more systematic approaches to Sinhala reading instruction to support equitable learning outcomes in Sri Lanka.
Keywords: Sinhala literacy, reading instruction, primary education, classroom, teacher