Authors: Mubanga Mukuka
Abstract: This study explores the causes and consequences of a poor reading culture among Grade 5 learners at Kabobole Primary School in Nsama District, Northern Province of Zambia. A purposive sample of 100 participants—comprising 60 students, 35 teachers, and 5 head teachers—was selected. Data collection methods included interviews and surveys, with analysis performed using the Statistical Package for the Social Sciences (SPSS). Early findings suggest that lack of reading materials, limited parental involvement, and minimal encouragement from educators are major factors influencing reading habits. The results provide timely insights to guide policy recommendations and curriculum revisions as Zambia prepares for the 2025 national curriculum update.
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