CHAPTER ONE

INTRODUCTION

Background of the study

English language is the mother of all the disciplines studied in the various

schools of this country. It is the linqua-franca of this nation (Ghana) and most widely

spoken language in Africa.

Moreover, English language is a pre-requisite to further one’s education Reading

as defined by Ben Bows and Stanley (1980) as a “Complex process that requires the

individual to demand meaning and to bring ideas to printed materials”. According to

Oxford Advanced Learners Dictionary, reading is the particular way in which you

understand a book, situation or written document.

Poor reading among pupils has been a big problem for most teachers in our

Ghanaian schools especially pupils in basic two at Enchico Demonstration Primary

School. This has made pupils to dislike English Language as whole.

A learner may be good in all the subject areas but may find a problem in reading.

The researcher is a teacher of the said school. She observed that almost all the pupils

in the school find it difficult in reading and all the reading is done by teachers

during reading lessons. The researcher is surprised about that and wants to know by

herself whether the problem she identified is real. A short test on reading was

conducted for primary two pupils and from the test the researcher got to know that

was their problem.

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Enchi, where the researcher was embarked on is a town primary inhabited by

farmers.

The researcher has observed from the community that, parents mostly engage in

farming activities and never care for the children to supplement what government

has provided.

The researcher again notice from the reading lesson that, the right techniques for

teaching reading were not used by the previous class teacher. In 1948, the

International Conference on Public Education made a conclusion that, the modern

school methods of teaching reading place emphasis on the learners’ needs rather than

quality. Therefore the researcher has decided to develop strategies to help improve

primary two pupils’ reading as Enchico Demonstration Primary School.

Statement of the problem

The problem being investigated into is why pupils in class two of Enchico

Demonstration Primary find it difficult to read. In English lesson, I observed that

whenever pupils are called upon to read a simple passage for discussion, they read at

a slow pace and pronounce simple words wrongly. It then became necessary for me

as a researcher to embark on the research to find out causes of their reading

disabilities.

2
Purpose of the study

Proper reading is the basis of studying all other subjects. The purpose of this study

is;

1. To identify the causes of Enchico Demonstration Primary Two pupils difficulties

in reading

2. To design some ways of solving their problem using techniques that will help

them read correctly and fluently.

Research Question

As a researcher in a class where pupils are facing reading difficulties, these are the

questions I ask myself,

1. What are the causes of Enchico Demonstration Primary Two poor reading?

2. What are some of the teaching techniques that can help improve Enchico

Demonstration Primary Two pupils reading disability?

3. How should the techniques be applied to improve Enchico Demonstration

Primary Two pupils reading?

Significance of the study

The outcome of the study will be helpful to untrained teachers and educational

planners as well. Thus, it will help improve pupils’ reading ability that will enable

them advance to higher educational levels.

3
 In addition, the findings of the study will be very beneficial to the curriculum

Researcher and Development Division of the Ghana Education Service in the

preparation of the English syllabus and English textbook for the basic schools of this

country. This will also meet language needs of teachers and pupils at Enchico

Demonstration Primary School and all other basic schools in the country.

Limitations

Since no proper researcher has been done on this problem, the researcher may

encounter problems of collecting information on this research. It may also take

enough of the researcher’s time in finding the root causes of the problems.

In addition, during the intervention stage, the pupils may feel reluctant to read

for fear of making mistakes and being laughed laugh at by their colleagues. This

may go a long way to affect the result of the study.

Delimitation

The scope of the study by the researcher was narrowed to pupils in Enchico

Demonstration Primary School Two only.

The study was also restricted to only an aspect of English Language that is,

reading and not grammar, comprehension or others.

4
Organization of the study

The entire research work was organized into broad chapters. Chapter one is the

introduction which consist of background of the study, statement of the problem,

purpose of the study, research questions. It also included significance of the study,

limitations, delimitation and

Organization of the study.

Chapter two in the literature review which indicates what other researcher had

already written on the topic.

Chapter three is the methodology, and it describes the research design and

approaches used in obtaining data for the study.

The fourth chapter contains the findings, results and discussions of the study.

Chapter five which is the last chapter, contains the summary, conclusion and

recommendation of the study.

5
 CHAPTER TWO

LITERATURE REVIEW

This chapter deals with a review proof of related literature on poor reading

among pupils. It will focus on strategies to help solve the problem.

The review will be organized as the following;

1. The meaning of reading

2. Causes of reading problems

3. Teaching techniques

4. Summary and conclusion

The meaning of reading

In order to attempt to improve reading abilities of pupils, one must first

understand what reading is;

Just and Graves (1998) regarded reading as the process of making sense from

print. To them, pupils need to be encouraged to become independent readers according

to Keifer (1986), reading is an active process of creating meaning by taking in

information at all levels of language and checking hypothesis about what the writer

might mean.

Hafner (1974) also discussed that, reading involves the process of encoding and

decoding.

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 Brornlay (1995) also says that, the pupils have some misconceptions and

mistakes about reading. Reading takes a lot of their time which can be used profitably.

Most pupils feel lazy and reluctant to read simple materials. Pupils’ willingness and

good attitude towards reading is greatly needed in improving their reading.

Teaching Techniques

Webster (1956) believes that, neither teaching techniques nor teaching methods

may bear much relation to what children do when reading. Reading involves a wide

range of complex activities, however; many teaching techniques and methods have been

put forward by prominent writers and specialists to improve reading.

The following are some of them;

1. Whole word method/look and say; according to Roger Beard 91983), the use of

the whole word method was influenced by the theories of child development

expressed y Dewey and Frobel.

2. The whole sentence method; as noted by Joger (1992) is an extension of the

whole word techniques in which the emphasis on meaningful words was taken a

little further to cover the comprehension of grounds of words in which textually

can help foster understanding.

Hamil and Bartels (1990) said that pupils’ reading abilities could be determined

by constructing and administrating word and sentence recognition test. Hamil and

Bartels (1990) again noted after estimating an appropriate instructional level for

words recognition, teacher made readings test can also be used to determine pupils’

reading abilities.

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 In the sentence method sentence is put under pictures and because children have

acquired a large stock of words through the use of whole word method, they can now

put the words together to form a simple and meaningful sentences.

For instance, after recognizing the word ‘ball’, it can be put into a meaningful

sentence as ‘this is a ball’.

3. The syllabic method; as Roger Beard (1998) put it, the syllabic method is the

extension of the phonic method. Children are taught the syllable and consonant

sound is added.

Roger Beard (1998) again noted that the syllabic method is concerned with the

ability ti read and pronounce words correctly.

J.K Asamoah et al (2003) also put forward a syllabic method in teaching and

improving reading. Indicated that a word is given to children. A finger is raised

and it signifies the first syllable of the word. When a second finger is raised the

children are to pronounce the second syllable of the word. Children are expected

to pronounce the two syllables together when the two fingers are sent round. The

tables below were used as teaching and learning materials for further explanation

of the technique

Football Foot-ball
Organ Or-gan
Fabric Fa-bric
Teacher Tea-cher
Table Ta-ble
Finger Fin-ger
Below Be-low
Pencil Pen-cil

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Summary and Conclusion

Work of many prominent writers and specialist were contacted for this research

work. Many of them see and define reading as ‘process’ that is continuous.

Reading holds man firmly on the right path without knowing how real life is

unsafe, unbearable and unworthy. Reading is an integral part of man’s life that

must be checked. Children must, therefore be motivated and guided to improve

their reading through reinforcement and the used of right teaching techniques.

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 CHAPTER THREE

METHODOLOGY

This chapter focuses on the research techniques and methods emphasis in the

study. It also elaborates on the population of the study, sampling procedures and

selected instruments used as well as the data analysis procedures.

It again describes the research designs that were used to make the research work

valid and reliable.

Research Design

The design for the study is an action research design. This is to help the research

collaborate with others to solve a perceived problem. The rationale of the design is to

improve upon the problem of poor reading at Enchico Demonstration Primary School.

The design will enable the researcher get the necessary information that will help

and the problem of poor reading, the problem could be corrected using the eclectic

techniques, which combined all the methods of teaching reading in basic schools, as the

intervention I chose the action research design because it affords the researcher to come

either face-to-face with the problem or perceived problem.

However, the design has its own cons. It at times becomes difficult to get

information from parents who are mostly illiterates at where the research takes place.

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Population and sample Selection

The study was done at Enchi, the capital town of Aowin District. Enchi is a town

in the Western Region. Enchi has a population of about seven thousand people with its

inhabitants mainly farmers. Enchi has four public schools but the research was

conducted at Enchico Demonstration Primary School. The researcher chose basic two

pupils for her study as she is the tutor of that class.

Sample Procedure

The researcher would have to use all the pupils and teachers in the school but it

could not happen since it would be a tedious task in handling such a large number.

However, the accessible samples selected were twenty pupils out of sixty seven in the

basic two class. The five teachers who the pupils had passed through their heads and

twenty parents out of the lot were used due to limited time.

The main procedure used was the random sampling. The researcher wrote the

letter a,b and c on pieces paper that corresponded to the numbers of pupils the researcher

wanted to use. The pieces of papers were placed in a box and mixed them up. Pupils

were then invited to pick a paper each. All those who picked the letter ‘c’ were chosen

for the research. Any of the chosen pupil’s parents thus either the father or the mother,

was also considered for the research and five teachers were not left out.

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Research Instruments

Questionnaire and observation were the main instruments used for the study.

These instruments were used because they would make it easier to obtain the necessary

information for the study. It would also help the researcher to obtain valid and reliable

results and know how to correct the problem of poor reading among the pupils.

Questionnaire

The researcher gave out some questions to the pupils parents and the five

teachers to answer. This was to pave the way for the researcher to gather factual

information needed for the study. The questions were based on the attitude towards

reading at school and at home;

Whether the pupils were encourage by both parents and teachers to read, the sort

of reading materials pupils often used. The questions were also centered on the problems

teachers encounter when teaching reading and more importantly, what needs to be done

to improve upon reading among pupils.

Three separate questionnaire made of twenty questions was for five chosen

teachers. Another mode questions was for the selected pupils and the last questionnaire

also made of ten questions were for the selected pupils parents.

To make sure that the questionnaires elicited the required information without

presenting any difficulties to the respondent the researcher explained the item in them.

The questionnaire for teachers and pupils were properly fill on the same day

collected because they were on the administration. On the other hand, it took the

12
researcher about two weeks to finish with the target parents. Some of the parents were

not able to write so the researcher had to put down the answers they gave for them. The

administrating of the questionnaire was not tedious and did not pose any problem all

since all the people took the exercise seriously.

Observation

The observation was generally undertaken in a naturalist way on the sampled

respondents. It was geared toward getting information on pupils’ reading ability and

ways of improving it. It was constant with Grarvenor and Rose (2001) observation,

combined data collection of available documents in institution brings results. The

researcher critically noted down the behaviours of pupils towards reading in the

classroom and lessons and others which concerned them with reading for about three

weeks.

The pupils reading exercise books were also observed and were not encouraging.

The researcher again went outside the classroom to unremarkably observe the chosen

parents attitude towards their words’ reading ability.

In the same way, the class teacher was closely observed on his methods of

teaching reading and learning materials he made use of and their appropriateness to the

topic being taught.

Data Collection Procedure

The observation undertaken by the researcher, gave her insight into pupils

reading abilities. The questionnaire confirmed and added more value to the researcher’s

observation. The date collected were clearly edited and recorded for analysis.

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Intervention

This is a set of strategies planned and implemented to solve a specific problem or

reform an educational practice located in an immediate situation. It involves step by step

procedure which is constantly monitored over varying periods of time and by a variety

of mechanisms. The process includes pre-intervention and post-intervention.

Pre-Intervention Stage

The researcher used questionnaire and observation to diagnose the problem.

These instruments were used to find out the factors reading to the poor reading habit of

class two pupils at Enchico Demonstration Primary School.

Intervention Stage

The researcher used about one month to implement the strategies for the propose

of solving the problem identified.

After the data had been collected and critically analyzed, the researcher realized

the cause of the pupils’ poor reading. In the same vain, some of the teachers did not

make use of appropriate teaching and learning materials. Most parents did not motivate

their wards to form good reading habit. Most of the pupils were ready to improve upon

their reading abilities and many more.

The following intervention steps were taken by the researcher to put right the

existing problem.

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Phonic Method

English alphabet letter cards were made into cardboard with upper and lower

case letters. The sounds of the alphabets were taught and progressively learnt. The

researcher laid more emphasis on the sounds of the letters and not their names. The

students unconsciously trained themselves in the left to right eye movement since the

letters led in that order, thus from the left to the right.

The letter cards with the English letters were then flashed to students to

pronounce them. Students had no problem with pronunciation of the English letters of

the alphabets.

In groups of five, pupils were assisted to blend the letters of these letters to read

them. The researcher noticed that the pupils were able to work out the pronunciation of

new words for themselves.

The following letter cards were used for further explanation

C a p = Cap

B a g = Bag

M a d = Mad

G u m = Gum

Syllabic Method

The syllabic method is an extension of the phonic method, where children are

taught a syllable and consonant sounds are added. For example, letter ‘c’ is added to the

syllable ‘able’ to form the word ‘Cable’.

15
 Words are written on a cardboard based on their syllabic divisions. The research

taught pupils how to break words into their various syllables. In pronouncing the word,

the researcher took pupils through how to pronounce the word. For instance the word

‘plastic’ was divided into syllables plas-tic. This was repeatedly done in groups and

individually.

The tables below were used teaching and learning materials for further

explanation in two syllabic words.

Plas-tic

Ca-ble

Tea-cher

Hel-per

Win-dow

It is a method whereby words are broken into syllabic units before they are pronounced.

Polysyllabic words

Three syllabic words

Ma-te-rial

To-ge-ther

Im-pro-per

Abi-li-ty

De-pen-dent

16
Sentence Method

This is where large vocabulary which has been stocked y pupils is being put into

meaningful sentences.

The researcher carefully came out with many pictures. Pupils were first asked to

talk about the pictures. A word was attached to each pictures for the pupils to read them.

Later, the words were removed and pupils were asked to attach word to the right picture

and read them. These words again developed into meaningful sentences. All these

sentences were put under each of the right pictures.

Yaw and Akosua are learning

Ekow is telling a story to his father. Etc

Since pupils had already acquired a large stock of vocabulary, they mad quick progress

in reading. The researchers also realized that pupils had developed some skills in

reading.

Picture puzzles below were used as learning materials for further explanation.

these are cars

The steps in eating the cassava

17
Post-Intervention Stage

The post intervention stage of this research aims at evaluating the effectiveness

of the intervention strategies used by the researcher. This was to ascertain whether the

pupils in class two had improved upon their reading skills after being taken through the

various intervention activities.

In view of this, the researcher used one day, for post-intervention as the

researcher conducted a reading teat for the selected twenty pupils in the class.

A passage of about one hundred and thirty words, with the topic ‘Air Transport’ was

chosen for pupils to read. Ten question were also set to test pupils’ comprehension on

the passage (see appendix A for the questions).

Fifty minutes was fixed for the whole exercise after which answer sheets were

collected from the pupils for marking. One point was awarded for each correct answer.

Below is the passage used for the test.

Reading Passage

Air Transport

Air transport is the newest form of transport. Today, planes can carry almost

everything. We have passengers’ planes and cargo planes.

Some planes are big e.g Boeing 747, other are smaller e.g helicopter. We have

two main kinds of air routes which are domestic and international air routed. Many

countries now have their own airlines e.g Ghana has Ghana Airways. Travelling by air

from one country to another needs some preparations.

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 First, one should obtain an international passport from immigration department

and a health certificate. In addition, one should obtain visa from the embassy of the

country he wants to visit.

When the day of the flight comes, one goes to the airport and reports at the

departure hall for departure formalities each plane has a crew comprising the pilot, co-

pilot as well as passengers who are on board.

It is the duty of the pilot to fly the plane steering it y the compass. Poor visibility

caused by dark and heavy clouds are one of the hazards affecting air transport, other

hazards include strong winds like tornadoes, and sandstorms in the deserts.

Conclusion

For effective teaching of reading to pupils, the teacher should not use one

method as each of them helps to improve pupils’ reading. Appropriate use of teaching

and learning materials add value and progress to pupils reading ability.

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 CHAPTER FOUR

RESULTS FINDINGS AND DISCUSSIONS

The fourth chapter of this action research parents the analysis and interpretation

of that results attained after the intervention strategies conducted for the pupils. It further

deals with analysis of findings made through the use of questionnaire and observation

administered to the selected pupils, teachers and parents of Enchico Demonstration

Primary School. The researcher used pie-chart and table in analyzing the results and

findings.

Analysis of test result attached after the intervention strategies. Out of the twenty

pupils selected for the reading test, about fifteen pupils were able to pronounce and read

more than one hundred words correctly, figure one gives the detailed analysis.

To find the number of pupils who were able to a number of words.

More than one hundred;

Total number of pupils = 20

Total angle of the circle = 360

Angle sector =

20
¿ ×270
360

= 15

20
More than ninety words;

Total number of pupils = 20

Total angle of the Circle = 360

Angle of sector = 54

20
= ×54
360

More than eighty words;

Total number of pupils = 20

Total angles of the circle = 360

Angle of sector = 18

20
¿ ×18
360

=1

More than Seventy words;

Total number of pupils = 20

Total angles of the circle = 360

Angle of sector = 18

20
¿ ×18
360

=1

21
 The analysis of figure one shows a great improvement in pupils reading. There is

no doubt about that pupils have developed interest in reading.

Analysis of finding obtained for the administration of research questionnaire and

observation. What are the causes of Enchico Demonstration Primary two pupils’ poor

reading?

Questionnaire for pupils

Table 1

Data on whether pupils were supplied with adequate reading materials for reading

lessons.

Responses Number of pupils Percentage %

Yes 4 20

No 16 80

Total 20 100

The above table displays information from pupils on whether they had enough reading

materials for their reading lessons. It could be noticed that out of the twenty pupils,

sixteen pupils representing 80% indicated NO, whereas only four pupils representing

20% said YES. Some of the pupils revealed to the researcher that, one textbook had to

be shared by about four pupils, most of them ended up reading nothing from the

textbook during reading lessons hence lost interest in reading activities that might take

place in the class. The finding in table1 proves beyond doubt that inadequate reading

materials are one the causes of the pupils poor reading.

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In attempt to get the pupils views on the use of teaching and learning materials and their

appropriateness to reading lesson by teachers, the researcher read questionnaire to the

twenty pupils to react on.

Table 2: Take a close look at that Data on the use of appropriate TLMS y teachers.

Responses Number of pupils Percentage %

Yes 3 15

No 17 85

Total 20 100

From the above, it could be seen that seventeen representing 85% of the selected twenty

pupils responded NO, while only three pupils representing 15% responded YES. The

pupils further indicated that most of the teachers do not make use of teaching and

teaching materials at all and a few that use them do not use appropriate one but for

effective teaching and learning to take place, there must be the use of right teaching and

learning materials this already proved that the failure of using teaching and learning

materials and their appropriateness to the lesson is one of the contributing factors of

poor reading among primary two pupils of Enchico Demonstration primary School.

Teachers’ Questionnaire

Questionnaires were given to the selected teachers to sack their views. They included the

class teachers from class one to class six. Out of the six teachers, four were men while

only two were women the table below takes a takes a look at questionnaire structure of

the teachers.

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Table 3

Qualification structure of the teachers

Questionnaire Status Number of Teachers Percentages %

Degree Holder 0 0

Certificate ‘A’ 4 67

Untrained 2 33

Total 6 100

From table 3 above, more of the teachers was a degree holder four out of the total

representing sixty-seven percent (67%) were certificate holders and two are untrained

teachers representing 33%.

The questionnaire for the teachers also looked at some of the problems teachers faced in

teaching reading. The findings are presented in table 4.

Table 4

Data on problems teachers face in teaching reading

Problem Numbers of teachers Percentage %

Insufficient reading met materials 3 50.0

The use of appropriate teaching 1 16.9

method

Students bad attitude towards 2 33.3

reading

Total 6 100

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From the table above, three teachers representing 50% of the six teachers stated that

insufficient reading materials was the problem they encountered in their reading lessons

which hindered the effectiveness of their teaching, in the same way, one teacher

representing 16.9% also indicated that they have problems in choosing appropriate

teaching methods which further explained that they sometimes faced problems in how to

apply some of the teaching methods in their lessons.

The remaining two teachers also indicated that students’ bad attitude such as laziness

and truancy towards reading are major problem they have been encountering in their

reading lessons.

The findings from the table 3 helped the researcher to find some of the causes of the

problem stated by the teacher in table 4. Thus, as some teachers are untrained, there will

be lack of skills and pedagogies in teaching reading among the teachers.

Findings from the table also made it clear to the researcher that, poor reading among the

pupils is also caused by insufficient reading and inappropriate teaching methods used by

teachers views and suggestions on some of the teaching techniques that could help limit

the problem of poor reading among the pupils, the researcher gave out questionnaire to

the selected teachers to react on.

Questionnaire for parents

Questionnaires was prepared for twenty parents. Out of them were ten males whereas

the remaining ten were females. The questionnaire took a look at how often the parents

encouraged their wards to read. The table below presents data on that.

25
Table 5: Data on how often parent encourage their wards to read.

Response Number of parents Percentages %

Parents who encourage their wards to 6 30

read

Parents who seldom 14 70

Total 20 100

From table 5, could see that as many as fourteen parents representing 70% said that

children are seldom encouraged by their parents to read. Some parents even don’t know

the kind of reading materials their wards use and how their children perform in reading

text. On the other hand, six parents representing 30% do use some incentives such as

biscuits, toffees and bread to encourage their wards to read at home and in school.

Research questions 2; what are some of the teaching techniques that can help improve

Enchico Demonstration Primary two pupils’ reading disability

Table 6: Data on teaching techniques that can help solve, the problem of proof reading

among the pupils.

Teaching Technique Number of teachers Percentage

Phonic method 1 16.7

Electic Method 3 50

Syllabic Method 1 16.7

Sentence Method 1 16.7

Total 6 100

26
From table 6, three teachers representing 50% suggested the eclectic method to be

appropriate teaching technique that can help improve pupils’ poor reading, each of the

remaining three representing 16.7% method and the whole sentence method

respectively. This method will expose the pupils to varieties of teaching methods that

will help boost their reading abilities.

Research question 3: How should the technique be applied to improve Enchico

Demonstration Primary Two pupils reading?

On the issue of who participated in answering the questionnaire indicated that, children

must be taken through pre-reading activities are the following; picture reading, the

matching of words with objects, matching picture reading matching of words with

picture and introduction to new words or items.

Moreover, about fifty percent of the respondents indicated that appropriate teaching and

learning materials must be used at both pre-reading and actual reading stages. About

three reading techniques must be applied to ensure effective teaching and learning. This

method is what they term as the application of the eclectic approach in teaching reading.

They testify that if the teaching techniques are properly designed and applied in reading

to pupils; it will help the children to acquire the reading skills with ease also to motivate

them to read widely.

Conclusion

From the various tables shown, it can be seen clearly that, apart from the observation

questionnaire is the best instrument. Pupils poor reading as seen is caused by a lot of

factors stated already, like inadequate reading materials, the use of inappropriate

27
teaching and materials, students bad attitude towards reading, and lack of

encouragement and motivation form parents.

It could also be seen that, the eclectic approach of teaching reading and the type can help

improve primary two pupils of Enchico Demonstration Primary School reading

disability. These tables make it easier for one to get real concept on poor reading and

how to wipe it out among the pupils.

The researcher decided to use these instruments to find a way to this menace and help

improve the pupils’ performance.

28
 CHAPTER FIVE

SUMMARY CONCLUSION AND RECOMMENDATIONS

Introduction

The last chapter of this research deals with the summary of key findings, drawing of

conclusion and recommendation to help reduce problems of poor reading among the

pupils. It also provides an overview of overview of research to be undertaken. The main

purpose for writing the action research was to determine how to improve pupils reading

ability and to motivate and sustain their interest in reading lessons. The researcher used

basic two pupils of Enchi Demonstration Primary through interesting activities with

appropriate teaching methods to improve their reading.

Summary

The main findings forms the studies were on the issue of the need for teachers to vary

their methods and techniques to teach reading. It was realized that teachers who vary

their methods of teaching reading helps enhancing pupils reading abilities.

It also became obvious that, allowing that, allowing unprofessional teachers to teach in

our basic schools results in ineffective teaching of the subject as these types of teachers

lack the skills in applying right teaching techniques.

Again, it was observed that the failure of teachers to use teaching and learning materials

such as flash cards, pictures, word card and others largely contributed to pupil’s poor

reading.

29
The further study revealed that the teachers were confronted with problems which

impeded their teaching of reading effectively. Some of such problems included

insufficient instructional materials life textbooks in the schools.

Moreover, the study disclosed the fact that most parents of Enchi were not encouraging

and motivating their wards to read at home privately. All these contributed to the pupil’s

poor reading.

The population for the study was primary two of pupils of Enchico Demonstration

Primary school which is on the Aowin District.

Some teachers and parents were selected for the study. Questionnaire and observation

were the main instruments used for data collection. The questionnaire was structured in

close-ended and open-ended questions of “Yes or No”. the open-ended questions sought

information from the respondents’ point of view.

The responses obtained were collected for analysis. The results got were later converted

to percentages and were tabulated in the fourth chapter to make it easier for one to get

actual concept on the date collected from the field.

The instruments used made it easier for the researcher to obtain facts pertaining to why

pupils read poorly and ways of reversing it. In the same way, the tables used for the data

analysis made it easier for me to know the number of people who agreed and disagreed

with the causes of pupils’ poor reading.

30
Conclusion

Based on the critical analysis of the available data retrieved, it can be seen that the

findings confirmed most of the research questions. For instances, inadequate teaching

and learning materials and the use of untrained teachers to teach reading are some of the

causes of pupils’ poor reading.

Also, the improper use of teaching method and some problems faced by teachers in the

school impede effective teaching and learning of reading. On the other hand, the eclectic

approach which exposes the teachers and the pupils to various teaching techniques is the

most appropriate teaching method that can help improve reading as discovered by study.

The ultimate aim of every research is to find lasting solution to the problem at hand.

This study aims to achieve the same. Findings of this research cannot be said to have

large degree of generalization, they tend to make findings related to the literature.

However, the intention used can be applied in engaging further researcher on the

problem.

Recommendations

Looking at the findings from the research on the factors leadings to poor reading among

the basic two pupils of Enchico Demonstration Primary School, the researcher therefore

recommends that, teachers should vary their teaching methods for better delivery of their

lessons in order to make their lessons lovely to arouse pupils for them to participate fully

31
In view of this, the eclectic techniques incorporated with words cards, flash card,

pictures and real objects are recommended for teachers who teach reading in the basic

schools.

Previsions should be made in the classroom to meet the need of all pupils most

especially instructional materials should be adequate to ensure that every pupil is

occupied during lessons.

In additions, in-service training should be conducted for all teachers especially teachers

of English Language, the effective handing of the subject by the head teachers ad Ghana

Education Service (GES).

Also, parents and other stakeholders should motivate their wards by providing them with

story books and other reading materials to enable them read always and this will help

boost their reading skills.

Ministry of Education in Collaboration with Curriculum Research and Development

Division (CRDD) of Ghana Education Service (GES) should design textbooks which

have any pictures to enhance pupil’s interest in reading.

Lastly, the duration of the project work such as action research should be beyond two

sentences so that researchers could have ample time for effective administration of

intervention for better results.

32
 REFERENCE

Amey, ka et al (2002) using pre-reading during reading and post-reading activities to

improves

reading Comprehension of primary six pupils at University primary school, Cape Coast.

Unpublished project work University of Cape Coast, Ghana.

Asamoah J.K. et al (2003) teaching English in basic schools (2nd Edition) Institution of

Educational Development and Extension, University of Winneba, Ghana. Beard, R

(1998) Developing reading (2nd edition) London holder and stoughton. Bromley, M and

Martin Alain (2001) the international abstraction journal for language teachers and

applied linguistics, Cambridge University press.

Goodman K.S (1993) windows on the reading processed (ed miscue analysis)

application to reading instructions Washington DC.

Hammily D.D and Bartels N.R (1990) teaching students with learning and behaviour

problems, boston: Allyn and bacon.

Mc Bagonluri bd et al (2005) excelled primary English book 5 (pg 83=84) excellent

Publishing and printing, Accra. Ghana.

Sackey (2006) factors influencing reading problems facing upper primary pupils in

Assin District unpublished project work, university of Winneba, Ghana.

33
 APPENDICES

Appendix A

Questions from the passage

1. Name two examples of planes mentioned in the passage

2. Mention the two main kinds of air routes we have.

3. What is the name of Ghana’s airline?

4. State any one preparation that needs to be done by someone travelling y air.

5. According to the passage where does one go to report on the day of departure?

6. The crew comprises which people?

7. According to the passage, whose duty is to fly the plane.

8. Name one hazard that effects air transport.

9. Name the fuel used by planes.

10. According to the passage, where do planes land?

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 Appendix B

Questionnaire for pupils

Please tick the appropriate bracket

1. Sex: male ( ) Female ( )

2. Do you enjoy reading lesson? Yes ( ) No ( )

3. If no, state why ……………………………………………

4. If Yes, please state any of them ………………………………………

5. Does your teacher use teaching and learning materials in reading?

Yes ( ) No ( )

6. Do you personally have a copy of the prescribed textbook for English Reading?

Yes ( ) no ( )

7. Do you have any additional story books or magazines for reading?

Yes ( ) No ( )

8. If yes, please state any on them.

a…………………………………………………………….

b…………………………………………………………….

9. Do you have a private time table?

Yes ( ) No ( )

10. Do your parent encourage and assist you to read at home? Yes ( ) No ( )

11. Do you have extra tuition in reading privately? Yes ( ) No ( )

12. What are some of the things or strategies that can be part in place to improve

pupils reading ability?

a………………………………………………….

b…………………………………………………..

35
 c…………………………………………………..

d………………………………………………….

13. Is the number of English textbooks in your class enough to the number of pupils

using them? Yes ( ) No ( )

14. If no please, state how many pupils share one textbook during reading lessons

………………………………………

Appendix C

Questionnaire for Teachers

Please tick the appropriate brackets

1. Sex: Male ( ) Female ( )

2. Academic qualification of Teachers

Degree ( ) Certificate ‘A’ ( ) Untrained ( )

3. Number of years in teaching English reading

1–3( ) 4–6( ) above ( )

4. Are the relation to the number of pupils using them?

Yes ( ) No ( )

5. If No, how many English textbooks do you have in your class? Please state

……………………………

6. Apart from the English Textbook, what other books do you consult in

preparation and teaching reading? Please state

……………………………………………………

7. Do pupils cope with the use of these other books? Yes ( ) No ( )

8. If Yes, how many of the pupil cope with them? Please state;

………………………………………………………

36
9. Do you encounter difficulties in teaching reading to pupils?

Yes ( ) No ( )

10. If Yes, what are some of difficulties? Please state.

a. ……………………………………………………………………

b. ……………………………………………………………………

c. …………………………………………………………………….

d. …………………………………………………………………….

11. Do you always use teaching and learning materials in teaching reading?

Yes ( ) No ( )

12. If No, why? Please State.

……………………………………………………………………………

13. nState some of the teaching and learning materials used in teaching reading.

a. ……………………………………………………………………….

b. ………………………………………………………………………..

c. …………………………………………………………………………

d. …………………………………………………………………………

14. Do you have access to In-Service training on teaching reading?

Yes ( ) No ( )

15. If Yes, how often do you undertake such in-service training? Please state.

……………………………………………………………………………..

16. What teaching techniques and methods could be the best that can help curb

the poor reading among the basic two pupils of Enchico Demonstration

Primary School? Please state.

………………………………………………………………………

17. What other things are used to be done to improve reading ability of pupils.

37
a. …………………………………………………………………………

b. …………………………………………………………………………

c. …………………………………………………………………………

d. …………………………………………………………………………

38
 Appendix D

Questionnaire for Parents

Please tick the appropriate bracket

1. Sex: Male ( ) Female ( )

2. What work do you do for a living (Occupation)? Please state.

………………………………………………………………

3. Do your children bring the prescribed textbook for reading at home?

Yes ( ) No ( )

4. If yes, do the children read them in the house? Yes ( ) No ( )

5. Have you bought any story or reading materials for your child (ren) to motivate

them to read? Yes ( ) No ( )

6. Have you found out to know whether the school has adequate textbooks or

teaching materials for reading? Yes ( ) No ( )

7. Do you consult the teacher to know the reading ability of your children?

Yes ( ) No ( )

8. Do you know the reading ability of your children by looking into their termly

report cards? Yes ( ) No ( )

9. What else need to done

a. ………………………………………………………………

b. ………………………………………………………………

c. ………………………………………………………………

d. ………………………………………………………………

39