Abstract:
The purpose of this qualitative study was to explore the approaches teachers use to
remediate reading difficulties among struggling readers at Unipra South Cluster of
Schools at Winneba. Five research questions were raised on the five essential
components of reading, namely; phonics, phonemic awareness, fluency, vocabulary
and comprehension. The bottom-up theory was used to guide the study. A case study
design was used for four basic four English teachers who were purposively sampled.
A semi-structured interview with an interview guide was used to collect data through
focus group. Data were analysed using thematic approach. Results of the study
showed that identification of letter names before letter sounds yields greater results in
learning to read. Results of the study found onset and rime and consonant-vowel consonant (CVC) methods as effective approaches in improving skills in phonemic
awareness for struggling readers. The study further revealed model and unison
reading as effective strategies in fluency instruction. Writing keywords and picture
description were found to improve vocabulary among struggling readers. Also, the
use of mnemonics, and graphic organizers were instructional methods used to
improve comprehension skills among struggling readers. Lastly, the study
recommended that teachers should embark on professional development programmes
to be equipped with current strategies on the five basic components of reading.
Description:
A thesis in the Department of Special Education
Faculty of Educational Studies, submitted to the School of
Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Special Education)
in the University of Education, Winneba
MAY, 2020