Methods teachers use to improve the reading ability of early childhood learners. a case study of teachers within Ashalley Botwe Schools

Abstract

This study was conducted to assess methods teachers use to improve the reading ability of learners. A descriptive research design was adopted and schools within the Ashalley Botwe area was used as the study population. Using a simple random sampling method, a sample size of 50 out of the target population was used to gather the needed information using a questionnaire (google form). The Statistical Package of Social Sciences (SPSS) and excel tool were used to analyze data. The data was analyzed by making inferences to existing assertions captured in the literature review. The study revealed that English teachers within schools in the Ashalley Botwe Township use both the phonic and look and say methods in their quest to improve the reading ability of their learners. However, it was observed that greater majority of them use the phonic methods and the intensive and extensive classroom reading methods. According to the findings of the study, the teachers who teach the early childhood learners are faced with the challenges of unpreparedness of teachers, lack of reading resources, poor remuneration of teachers, lack of teaming, poor training of teachers, overcrowded classrooms and communication difficulties The study revealed that not all learners in a class may benefit from a single teaching method used by the teachers because each method has disadvantages. As a result, it was recommended that English teachers in Ashalley Botwe Township schools use multiple teaching methods to compensate for the shortcomings of individual methods.