Investigating the challenges of secondary students in reading comprehension skills in Bangladesh.

This study investigates an increasing concern about reading capabilities at the secondary level. The randomly selected 169 students from 7th grade students demonstrated moderate reading comprehension skills. Numerous students struggle to understand written texts and predict the outcome of a context, which affects their academic performance and cognitive development. Low reading comprehension is caused by limited access to diverse reading materials, lack of emphasis on reading comprehension in the curriculum and inadequate teacher training in reading skills development. Developing reading skills is further complicated by socioeconomic inequality and geographical location. This study emphasized the importance of improving secondary students' reading comprehension. Secondary education reforms require an evidence-based approach to improve reading comprehension. These might include curriculum improvements, policy development, teacher training, and varied, accessible reading resources. These interventions must also address socioeconomic inequality and language difficulties. In conclusion, this study illuminates secondary students' reading comprehension impediments. It urges educators, the government, and other stakeholders to collaborate in addressing this issue and ensuring that students acquire the necessary reading comprehension skills for academic achievement