Abstract
This study investigates the effects of integrating native languages into English reading instruction for 100 primary learners in grades 3, 4, and 5. Quantitative analysis using ANOVA revealed significant improvements in reading comprehension and fluency, while vocabulary gains were statistically insignificant. Regression analysis identified native language integration as a significant predictor of improved reading outcomes, with socioeconomic status marginally significant and prior English proficiency highly significant. These findings demonstrate the significant benefits of integrating native languages in English reading instruction and underscore the importance of culturally responsive teaching practices. This study advances the field by offering empirical evidence that supports the integration of native languages to enhance reading proficiency and overall educational success. The results advocate for educational policies and practices that embrace linguistic diversity to promote both equity and academic excellence, thus advancing knowledge in the field of language education.
