Abstract:
Reading is one of the basic skills that a child has to master during their first school years to be
able to assimilate new knowledge and skills in future. The aim of the study was to explore
factors that contribute to reading difficulties among primary five learners and the challenges
faced by teachers in teaching them how to read. The sample comprised sixty (60) participants
drawn from the Salvation Army Primary School in Apam. The study employed the qualitative
research design based on interpretivism and verbatim descriptions of events. Information was
elicited from respondents using semi-structured interview and observation. The study found that
most of the primary five pupils were not able to read fluently as expected of their age and class.
As they read, they committed errors such as mispronouncing, substituting, adding and omitting
of some words. The teachers had their own perceptions of the causes of reading difficulties and
these included, language and communication problems, overdependence on the local language
and inadequate teaching and learning materials. There was also a significant connection
between teachers’ methods of teaching reading and actual performance of learners. The study
further revealed that teachers faced a number of challenges in teaching reading to these learners.
These challenges included, parents’ poor socio-economic background, poor infrastructure e.g.
tables and chairs, and others. Pupils’ overdependence on and use of the local language during
reading were also found to be factors contributing to pupils’ inability to read. Based on these
findings, the researcher has recommended that apart from just providing adequate learning and
teaching materials and procuring durable and adequate furniture, varied methods of teaching
how to read such as the whole word method and phonemic awareness should be used.
Description:
A THESIS IN THE DEPARTMENT OF APPLIED LINGUISTICS, FACULTY
OF FOREIGN LANGUAGES EDUCATION, SUBMITTED TO THE SCHOOL
OF GRADUATE STUDIES, UNIVERSITY OF EDUCATION, WINNEBA,
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE
AWARD OF MASTER’S DEGREE IN TEACHING ENGLISH
AS A SECOND LANGUAGE (TESL).
APRIL, 2019