Abstract:
The objective of the study was to identify the impact of phonological awareness on the
reading and spelling abilities of Form 1 students of St. Francis Junior High School. It was also
meant to find out factors that inhibit the teaching and learning of phonological awareness in the
school. Lastly, the study was to identify phonological awareness strategies that would help pupils
improve upon their reading and spelling competences. Qualitative research design was used to
carry out the study. The instruments used were observation, interview and tests. Thirty (30)
participants took part in the study. Twenty of them were form 1 pupils randomly selected, six
teachers and four parents. The main findings of the study were that pupils could not identify the
sounds in English which affected their reading and spelling. It was also found that teaching and
learning materials were not available for effective work to be done on phonological awareness.
Teachers were also seen to have little or no knowledge and skills about phonological awareness
and strategies to employ to teach it. The researcher therefore suggests that phonological
awareness should be included in the curriculum for teacher trainees and in-service training
sessions organized regularly for teachers to equip them with best strategies to teach phonological
awareness. Textbooks and other teaching and learning materials should be provided to enhance
effective work in the classroom. In the meantime, teachers could google to get strategies and
materials they could use to teach phonological awareness in their schools. The researcher is very
much convinced that if these suggestions are adhered to, pupils would be able to manipulate
sounds which will improve upon their reading and spelling competences.
Description:
A DISSERTATION IN THE DEPARTMENT OF APPLIED LINGUISTICS,
FACULTY OF FOREIGN LANGUAGES EDUCATION AND COMMUNICATION,
SUBMITTED TO THE SCHOOL OF GRADUATE STUDIES, UNIVERSITY OF
EDUCATION, WINNEBA IN PARTIAL FULFILMENT OF THE REQUIREMENTS
FOR THE AWARD OF MASTER OF EDUCATION (TEACHING ENGLISH AS A
SECOND LANGUAGE) DEGREE.