Reading culture education for grade 5 students in Tran Quoc Toan Primary School, Can Tho City: Current situation and proposed solutions

Abstract

This study examines the current reading culture (RC) education among fifth-grade students at a primary school in Can Tho City and thereby, it proposes solutions to enhance the effectiveness of RC development in today’s educational context. Data were collected through a combination of surveys and in-depth interviews conducted from January to March 2025. A total of 140 fifth-grade students and 12 teachers participated in the study. Findings reveal that while most students hold positive perceptions of the benefits of reading, their reading habits remain inconsistent, with low frequency and limited duration. In addition, the available books are insufficiently diverse and often do not match students’ interests; post-reading activities are overlooked; and parental involvement is limited. Based on these findings, the study proposes several strategies of solutions aimed at fostering a sustainable reading culture among primary school students.