Examining strategies in teaching English reading in selected junior high schools in the Ga-West Municipality

Abstract

Despite the pivotal role of reading in education, many junior high school students in the Ga-West Municipality continue to struggle with English reading skills according to the GES exams report (2018). This study explored strategies for enhancing English reading skills among junior high school students in the Ga-West Municipality and provided recommendations for effective implementation. The research was grounded in the Reading Rope Model by Hollis Scarborough (2001). Adopting an interpretivist research paradigm and qualitative approach, the study utilized a case study design. Data was collected through semi-structured interviews with eleven junior high school teachers in the Ga-West Municipality. Thematic analysis was used to analyze the data, with ethical considerations maintained throughout the research process. The study revealed various strategies used by teachers to teach English reading, including interactive reading sessions, multimedia resources, and phonics-based instruction. Interactive reading sessions, enhanced by group discussions and role rotation, improve student participation and comprehension. Multimedia resources cater to diverse learning styles, while phonics-based instruction, supported by workshops and differentiated methods, addresses specific student needs. The effectiveness of these strategies varies, with interactive sessions and multimedia resources significantly boosting engagement, and phonics-based instruction proving most effective when tailored to individual needs. Peer tutoring and expanded comprehension exercises also show promise. The recommendations include implementing a framework for sharing best practices, conducting regular workshops, and establishing mechanisms for ongoing evaluation and feedback to enhance the effectiveness of reading strategies. The findings of this research contribute to teacher professional development programmes. Teachers can benefit from insights into effective strategies for English reading instruction. Also, policymakers can allocate resources more effectively based on the identified challenges and needs. The study contributes to the broader field of educational theory by shedding light on the effectiveness of specific strategies in improving English reading proficiency.