Abstract:
Reading is one of skills considered important in language learning and like the other
skills, the mastery is influenced by some factors. This study sought to investigate the
impact of reading skills on students’ writing using students of Amuman M/A Basic
School as a case study. Also, the study specifically aimed at assessing various methods
being used for the teaching of reading comprehension to the students; also, on the part
of students, the study sought to identify the main challenges/problems encountered by
students in reading comprehension and investigated the effect of reading skills on
students’ English writing performance. The study adopted a qualitative case study
approach to thematically analyse the data collected from fifty-six (56) students and 2
teachers. Purposive sampling technique was used for the sampling of the respondents.
Data for the study was collected through interviews, classroom observation and reading
assessment. The study revealed that phonics method was the commonest method used
by teachers. Furthermore, it was revealed that most students encountered problems such
as poor vocabulary mastery, poor fluency and issues with background knowledge when
reading in reading comprehension. The study recommended that teachers should make
frantic efforts to ensure that students gain interest in reading, both at school and outside
the school environment. Again, strategies such as dictation and pronunciation drills
must be infused in language teaching to ensure that students improve their language
competency through reading
Description:
A dissertation in the Department of Applied Linguistics,
Faculty of Foreign Languages Education, submitted to the
School of Graduate Studies, in partial fulfilment
of the requirements for the award of the degree of
Master of Education
(Teaching English as a second Language)
in the University of Education, Winneba
