Improving reading skills of primary five pupils of Salvation Army primary school, Apam

Abstract

Reading is one of the basic skills that a child has to master during their first school years to be able to assimilate new knowledge and skills in future. The aim of the study was to explore factors that contribute to reading difficulties among primary five learners and the challenges faced by teachers in teaching them how to read. The sample comprised sixty (60) participants drawn from the Salvation Army Primary School in Apam. The study employed the qualitative research design based on interpretivism and verbatim descriptions of events. Information was elicited from respondents using semi-structured interview and observation. The study found that most of the primary five pupils were not able to read fluently as expected of their age and class. As they read, they committed errors such as mispronouncing, substituting, adding and omitting of some words. The teachers had their own perceptions of the causes of reading difficulties and these included, language and communication problems, overdependence on the local language and inadequate teaching and learning materials. There was also a significant connection between teachers’ methods of teaching reading and actual performance of learners. The study further revealed that teachers faced a number of challenges in teaching reading to these learners. These challenges included, parents’ poor socio-economic background, poor infrastructure e.g. tables and chairs, and others. Pupils’ overdependence on and use of the local language during reading were also found to be factors contributing to pupils’ inability to read. Based on these findings, the researcher has recommended that apart from just providing adequate learning and teaching materials and procuring durable and adequate furniture, varied methods of teaching how to read such as the whole word method and phonemic awareness should be used.