Abstract:
Reading comprehension plays an important role in learning a foreign language but it is
also a very difficult subject. The current study examined reading comprehension
difficulties among Form “1” students of Zamsa Junior High School. Also, the study
specifically aimed at assessing various methods used by the teachers in teaching reading
comprehension to the students and identified the main problems encountered by
students in reading comprehension. The study was theoretically grounded in the
traditional theory, cognitive theory, and Schema theory. The case study design with
qualitative research approach were adopted for the study. Purposive and random
sampling were used to select twenty-five (5) students and 2 teachers for the study. Data
collection for the study was done using documentary review, interviews, and classroom
observation. The collected data were analysed using thematic analysis. The study
revealed that phonics method was the commonest method used by most teachers.
Furthermore, it was revealed that most students encountered problems such as poor
vocabulary mastery, poor fluency and issues with background knowledge when reading
in reading comprehension. The study recommended that teachers should make frantic
efforts to ensure that students gain interest in reading, both at school and outside the
school environment. More so, strategies such as dictation and pronunciation drills must
be infused in language teaching to ensure that students improve their language
competency through reading.
Description:
A dissertation in the Department of Applied Linguistics,
Faculty of Foreign Languages Education, submitted to the
School of Graduate Studies, in partial fulfilment
of the requirements for the award of the degree of
Master of Education
(Teaching English as a Second Language)
in the University of Education, Winneba