Phonological awareness and its impact on the reading competences of form one pupils of St. Francis junior high school, Jirapa

Abstract

The objective of the study was to identify the impact of phonological awareness on the reading and spelling abilities of Form 1 students of St. Francis Junior High School. It was also meant to find out factors that inhibit the teaching and learning of phonological awareness in the school. Lastly, the study was to identify phonological awareness strategies that would help pupils improve upon their reading and spelling competences. Qualitative research design was used to carry out the study. The instruments used were observation, interview and tests. Thirty (30) participants took part in the study. Twenty of them were form 1 pupils randomly selected, six teachers and four parents. The main findings of the study were that pupils could not identify the sounds in English which affected their reading and spelling. It was also found that teaching and learning materials were not available for effective work to be done on phonological awareness. Teachers were also seen to have little or no knowledge and skills about phonological awareness and strategies to employ to teach it. The researcher therefore suggests that phonological awareness should be included in the curriculum for teacher trainees and in-service training sessions organized regularly for teachers to equip them with best strategies to teach phonological awareness. Textbooks and other teaching and learning materials should be provided to enhance effective work in the classroom. In the meantime, teachers could google to get strategies and materials they could use to teach phonological awareness in their schools. The researcher is very much convinced that if these suggestions are adhered to, pupils would be able to manipulate sounds which will improve upon their reading and spelling competences.