Causes of Phonological Deficits in Grade One Learners

Abstract

This study investigated the causes, manifestations, and instructional challenges associated with phonological deficits among Grade One learners in a multilingual public-school setting. Anchored on the Phonological Deficit Theory, the research sought to explain how early language experiences, classroom behaviors, and instructional contexts interact to influence early reading development. A qualitative, multi-perspective exploratory case study design was employed. Data were gathered through semi-structured interviews with Grade One teachers and parents of learners identified with phonological deficits, as well as systematic classroom observations during phonological awareness activities. Purposive sampling was used to select information-rich participants from Tibaguin Integrated School. Findings revealed that phonological deficits stem from cumulative early environmental gaps, particularly insufficient oral language stimulation, excessive screen exposure, delayed or inconsistent shared reading, and limited exposure to nursery rhymes and sound-based activities. These early experiences were associated with auditory memory failure, poor phoneme discrimination, difficulty in blending and segmenting sounds, and delayed phonological awareness. Classroom observations showed that learners with phonological deficits exhibited low verbal participation, avoidance behaviors, and reduced peer interaction, indicating both cognitive and affective consequences. The study also identified significant instructional challenges in multilingual classrooms, including phoneme transfer interference from learners’ mother tongues, limited time for individualized intervention, lack of linguistically responsive instructional materials, and assessment bias between phonological deficits and second-language acquisition difficulties. The study concludes that phonological deficits among Grade One learners are multi-layered and reinforced by home, classroom, and institutional factors, requiring early, targeted, and linguistically responsive interventions. The findings support recommendations for strengthened parent–school collaboration, early phonological screening, teacher training, and the development of cross-linguistic instructional resources. The study aligns with Sustainable Development Goal 4 (Quality Education) and Sustainable Development Goal 10 (Reduced Inequalities) by promoting inclusive early literacy practices. Its sustainability impact lies in strengthening educational and institutional capacity to address early reading difficulties, thereby supporting equitable learning outcomes and long-term academic resilience.