Junior High School Teachers’ strategies for teaching reading comprehension to learners with reading difficulties in Effutu Municipality, Winneba.

Abstract

This study examined the strategies employed by teachers to teach reading comprehension skills to learners with reading difficulties in inclusive Junior High Schools in the Effutu Municipality. The descriptive survey design involving 69 English teachers from Junior High Schools in the area was conducted. The census and stratified sampling were used as the sampling technique. Two major instruments, an observation checklist and a structured questionnaire were used to collect data for the study. Descriptive data analysis techniques, including simple frequency counts, percentages, mean, and standard deviation, were employed to analyze the data. The findings of the study revealed that teachers in inclusive basic schools within the Effutu Municipality generally possess a moderate level of knowledge (M=3.8, SD=1.08) regarding learners with reading comprehension difficulties. Also, teachers used various pre-reading strategies such as activating prior knowledge, using pre reading questions, and encouraging predictions to teach reading comprehension to learner. Again, teachers used strategies such as asking questions for clarification, making inferences, and identifying key details to teaching reading comprehension skills to learners during the reading stage. Lastly, for post-reading strategies, Effutu teachers employed a variety of them include engaging learners in discussions, fostering reflection, and promoting critical thinking. Based on these findings, the researcher recommended that the Effutu Municipal Directorate of Ghana Education Service should prioritize teacher professional development programmes with a specific focus on enhancing their knowledge and understanding of learners with reading comprehension difficulties and on strategies for teaching reading comprehension to learners.