Abstract:
The aim of this study was to investigate the reading comprehension challenges among students of Huni – Valley Senior High School. The study was conducted on 50 sampled students and their ten teachers. Descriptive research design was employed. Teacher and student questionnaire, classroom observation, and oral interview were used to gather the required date. The study found that most of the SHS2 students were not able to read and comprehend as expected at their level. As they read, they committed errors such as skipping or repeating words, reading individual words and reading very slowly. The study also found that the classes were overcrowded with higher student-teacher ratio; hence teachers did not have time to attend to students with reading comprehension challenges. It was further found that some of the textbooks used are not suitable to the level of the students and were also inadequate. The study also found that students reading comprehension challenges could not be attributed to only poor teaching methods, but also parents‘ inability to support their wards‘ literacy efforts at home. Teachers‘ methods of teaching were found to be inadequate to improve the students reading comprehension performances. The study recommended that large classes be reduced and parents should reduce the workload of their wards.
Description:
A thesis in the Department of Applied Linguistics, Faculty of Foreign Languages Education and Communication, submitted to the School of Graduate Studies, in partial fulfillment 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
