International Literacy Day, observed annually on September 8, serves as a reminder of the critical role literacy plays in education and development worldwide. In Malaysia, where the importance of reading proficiency is well recognized, recent data has intensified concerns over how long some students may struggle with reading before receiving appropriate support.

The Programme for International Student Assessment (PISA) 2025 results revealed that only 44% of Malaysian 15-year-olds achieved at least Level 2 proficiency in reading, which is considered the minimum competency. This figure falls notably below the Organisation for Economic Co-operation and Development (OECD) average of 69%. While PISA assessments do not provide information on when reading difficulties first emerged, the fact that many students still face challenges in fundamental reading skills at age 15 raises questions about early identification and intervention.

Reading difficulties often remain hidden in the early years of schooling. Teachers frequently rely on verbal explanations, visual aids, and peer assistance, which can mask underlying problems. Some children compensate by memorizing familiar texts or following others’ cues rather than fully understanding the material. These coping strategies might allow them to advance through grade levels without mastering essential reading skills.

The increasing academic demands at upper primary school heighten the importance of reading proficiency. Students are expected to interpret complex instructions in subjects such as mathematics and science and engage with more challenging texts across the curriculum. A child may comprehend oral explanations but still struggle with reading itself, which can hinder broader academic progress.

In response to these concerns, initiatives like Projek BacaBaca, established in 2021, are focusing on supporting primary school children who read below their expected level. Through one-on-one sessions with trained volunteers and tailored reading materials, the program aims to address specific reading difficulties. Observations during these sessions have highlighted the varied nature of reading challenges—ranging from guessing words based on initial letters to fluent reading without comprehension. Early, targeted support has shown promising signs, such as increased reading confidence and independent decoding of unfamiliar words.

Experts emphasize that addressing reading struggles involves more than practice; understanding a child’s individual needs is crucial. Home literacy environments also play a role, but many families face obstacles such as parents’ limited reading skills, busy schedules, or uncertainty about how to assist struggling readers. Consequently, schools and education systems carry significant responsibility in screening and providing tailored interventions.

Delaying effective support can have expanding consequences. By secondary school, students must analyze complex texts across multiple disciplines, and unresolved reading difficulties can become major barriers to learning. As education increasingly incorporates digital literacy, artificial intelligence, and critical thinking, the ability to read, interpret, and evaluate information becomes more essential.

The dialogue sparked by International Literacy Day underscores the need for earlier identification of reading problems and interventions that address specific challenges. Ensuring students develop a solid foundation in reading early on can prevent long-term educational disadvantages and better prepare them for the evolving demands of the 21st century.