Abstract:
Despite the pivotal role of reading in education, many junior high school students in
the Ga-West Municipality continue to struggle with English reading skills according to
the GES exams report (2018). This study explored strategies for enhancing English
reading skills among junior high school students in the Ga-West Municipality and
provided recommendations for effective implementation. The research was grounded
in the Reading Rope Model by Hollis Scarborough (2001). Adopting an interpretivist
research paradigm and qualitative approach, the study utilized a case study design. Data
was collected through semi-structured interviews with eleven junior high school
teachers in the Ga-West Municipality. Thematic analysis was used to analyze the data,
with ethical considerations maintained throughout the research process. The study
revealed various strategies used by teachers to teach English reading, including
interactive reading sessions, multimedia resources, and phonics-based instruction.
Interactive reading sessions, enhanced by group discussions and role rotation, improve
student participation and comprehension. Multimedia resources cater to diverse
learning styles, while phonics-based instruction, supported by workshops and
differentiated methods, addresses specific student needs. The effectiveness of these
strategies varies, with interactive sessions and multimedia resources significantly
boosting engagement, and phonics-based instruction proving most effective when
tailored to individual needs. Peer tutoring and expanded comprehension exercises also
show promise. The recommendations include implementing a framework for sharing
best practices, conducting regular workshops, and establishing mechanisms for ongoing
evaluation and feedback to enhance the effectiveness of reading strategies. The findings
of this research contribute to teacher professional development programmes. Teachers
can benefit from insights into effective strategies for English reading instruction. Also,
policymakers can allocate resources more effectively based on the identified challenges
and needs. The study contributes to the broader field of educational theory by shedding
light on the effectiveness of specific strategies in improving English reading
proficiency.
Description:
A thesis in the Department of English Education,
Faculty of Foreign Languages Education, submitted to the School of
Graduate Studies in partial fulfillment
of the requirements for the award of the degree of
Master of Philosophy
(English Education)
in the University of Education, Winneba
NOVEMBER, 2025
