Résumé:
This exploratory study investigates the reading difficulties faced by fourth-year primary
school pupils in Jijel, Algeria, and examines the effectiveness of the Competency-Based
Approach in addressing these challenges. The study aims to identify prevalent reading
difficulties, contributing factors, and the impact on students' academic performance and self-
esteem, as well as to gather primary school teachers' perspectives on the Competency-based
approach in reading instruction .To achieve these objectives, qualitative methods were
employed, including classroom observations in three primary schools Guellil said , Houaien
mohammed and Khirech messouad and interviews with ten teachers from various schools in
Jijel. The findings reveal that fourth-year pupils struggle with decoding, pronunciation,
fluency, and comprehension, significantly influenced by interference from the French
language. These difficulties hinder their overall reading abilities and academic progress.
Contributing factors include inadequate instruction in critical reading components and limited
access to diverse reading materials.Teachers generally hold a positive view on the
Competency- based approach , noting its potential to enhance student engagement and reading
skills through structured, competency-focused activities. However, they also highlighted the
need for additional training and support to effectively implement this approach.The study
concludes with several pedagogical recommendations, such as regular diagnostic assessments,
multisensory teaching methods, and the use of educational technology to support reading
development. These strategies aim to create a more supportive and effective learning
environment for students with reading difficulties.
