Abstract:
Some learners at high school tend to have reading difficulties and teachers are
confronted with the duty of helping them to overcome their reading difficulties. This
study investigated the role of teachers in dealing with reading difficulties among
students of Savelugu Senior High School. The study is a qualitative research which
employed a case study design. The target population was all the English language
teachers of the school. Using purposive sampling technique, eight (8) teachers within
the school were involved in the study. Semi structured interview guide and focus group
discussions were used to collect data for the study. Thematic analysis was used to
analyze the data. The study revealed that the teachers played motivating and facilitating
roles to help their students who are struggling with reading to overcome the challenges
they face. Amongst others, the study recommended that parental involvement in
children’s academic development is of utmost importance, because it contributes to a
sense of purpose and relevance. If parents and teachers are aware of learners with
reading difficulties they can help them earlier enough to overcome their reading
problems.
Description:
A Dissertation in the Department of Communication and Media Studies,
Faculty of Foreign Languages Education and Communication,
submitted to the School of Graduate Studies, in partial fulfillment
of the requirement for the award of the degree of
Master of Arts
(Communication Skills)
in the University Of Education, Winneba
JUNE, 2020
