Abstract:
The study investigated the reading comprehension difficulties among students of
Fodoa Community Senior High School. The purpose of the study was to find out the
reading comprehension difficulties these students face, the causes of these difficulties
and role teachers can play in improving students’ reading and comprehension. A
cross-sectional study was used. A non-probability quota sampling was used to obtain
a representative sample of the population. The sample size used was three hundred
and three (303) made up of six (6) English teachers two hundred and ninety-seven
students. Data was collected using questionnaires and reading comprehension test.
The study found out that students had difficulties in pronouncing words correctly
when reading. They had difficulties reading fluently and had difficulties
understanding reading text. The study found out that, poor teaching methodology,
school environment and teachers attitudes towards teaching were the causes of
students reading comprehension difficulties. The research recommends that teachers
should not only depend on the students’ textbooks but subsidiary course or other
interesting materials should be involved in teaching reading comprehension. Teachers
should ensure that library lessons on the timetable are strictly observed. Teachers
should help students to choose reading materials based on their levels. Teachers
should use the appropriate methods and approaches in teaching reading
comprehension.
Description:
A Dissertation in the Department of Applied Linguistics, Faculty of Foreign
Languages Education and Communication, submitted to the School of Graduate
Studies, in partial fulfilment
of the requirements for the award of the award of the degree of
Master of Education
(Teaching English as a Second Language)
In the University of Education, Winneba
AUGUST, 2019
