Strategies teachers use to improve reading skills for learners with reading difficulties in Agona Swedru Presby A & B Primary Schools

Abstract

The purpose of this study was to explore the strategies teachers use to improve reading skills for learners with reading difficulties in Agona Swedru Presby A & B primary schools in the central region of Ghana. The study followed a qualitative research approach and a case study design. A sample size of six teachers was involved in the study. A purposive sampling technique was used in selecting teachers from the two schools. Data was obtained through administration of interview guide with study participants. The findings of the study revealed that teachers employed various strategies to address learners’ reading difficulties in phonics, vocabulary, comprehension and fluency. However, in the teaching of phonics and fluency skills, it was found out that teachers lacked adequate knowledge. The study recommended among other things, that more workshops should be organized for all primary school teachers, particularly in phonics skills to enable them work effectively. Although reading difficulties among primary school learners in Ghana are well documented, limited attention has been given to specific strategies teachers use to improve these difficulties in classroom practice, a gap that this study seeks to fill.