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INTRODUCTION
Ever since this country gained her independence in 1957, Ghana has been left with the legacy of
speaking the English language because of the British being our colonial masters. It has also been
the soul prerogative of every Ghanaian child to be able to speak Ghanaian child to be able to
speak in the Queen’s language in addition to his or her local language. During the colonial days,
the British used to communicate with the local people in the English language and since then
English language has been adopted as our official Franca. Furthermore, English language serves
as a language across the curriculum. Subjects like mathematics, science, social studies etc are all
taught in English. Since English is very important, the language must be given the greatest
Unfortunately, there are problems in the teaching and learning of English in the Basic Schools
At Nsuta D/A Primary school many pupils, particularly those in stage five, cannot read simple
sentences from their readers. It is obvious that there is a rippling effect on the ability to learn
academically if one cannot read. And since reading go side by side with writing, the new effect
of one’s poor literacy ability will certainly impact negatively on ones overall academic
performance. Nsuta is a town with majority of the people engaged in trade. Most of the parents
and guardians do not pay much attention to the education of their wards. This has led to the
Majority of the pupils also engage in trading after school hours. This helps to expose the pupils
to the local dialect than English language through interaction with trades whom most of them are
illiterates.
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To be able to solve students’ inability to read, we must first analyze the factors that predispose
pupils to poor reading habits and then use effective remediation strategies.
Over the past years, the Nsuta community has lamented over the inability of the pupils of Nsuta
D /A Primary School in the Sekyere Central District of Ashanti Region, to read simple and
comprehend simple sentences and worst still to pronounce simple sight words and phonic words.
This phenomenon makes them perform poorly in the Basic Education Certificate Examination
(B. E. C. E.).
Research conducted proves that many children could not read fluently during and after
completion of school. Meanwhile those who could read did not understand what they read.
It can be seen that one’s success in school depends on one’s ability to read. “The ability to read
and understand any subject matter is based on solid foundation laid down well” Ikegulu (1987).
For anyone to excel in other subject areas and move up academically, that person needs to be
Despite the importance that reading occupies in our educational system, it has not been properly
It is against this backdrop that the study seeks to examine some of the problems associated with
reading comprehension at Nsuta D/A Primary with the view of initiating effective strategies to
It has been observed that the high rate of students’ low performance is as a result of pupils low
competency in the reading aspect of the English language. During my attachment at Nsuta D/A
Primary, I observed that majority of students could not read a full sentence from their English
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textbook easily and neither could they express themselves explicitly or effectively in simple
English.
This problem stems from the fact that students were unable to read comprehension texts
accurately. With this problem at hand, the writer sought to examine some of the factors that led
to the difficulty in reading by pupils of Nsuta D/A primary. Some of the perceived factors
The researcher found out that if pupils were to make any improvement in their reading skills,
then, there was the need for the solutions of the problems.
Purpose of Study
The ultimate focus of this study, have been outline below. The researcher believe the
these objectives could help set the tone and direction for this study;
3. To design activities that can help pupils to develop skills to read and understand.
Research Question
The following questions have been design guide the research work or study.
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ii. How has their inability to read and understand affected their academic
performance?
iii. What language games activities and strategies can help them to improve their
This study conducted at Nsuta D/A Primary sought to expose the factors that led to the
pupils poor reading habits the suggestions that will emanate from this study will help teachers to
use proper and effective methods to develop good reading habits. For instance, specific pre –
reading activities are to be used before the actual reading takes place. Both reading Aloud and
silent. Reading can encourage teachers on the field how reading can be done effectively when
techniques like role play, dramatization and story telling are used. The use of realized can also
Reading lessons should also be made more enjoyable and more interesting to around an
The scope of the study was limited to only primary five (5) pupils of Nsuta D/A primary
school as a result of time constraint. The problem investigated also was limited to reading and
not other aspects of English because the materials at the disposal of the researcher could not
permit him to extend the study to any other aspect of English. More importantly, the researcher
identified the inability of the pupils to read, hence the choice of English reading disability.
The researchers work was not all that smooth. The research encountered certain setbacks
which made her work a bit difficult to complete. The following are some of the setbacks. Some
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of the English teachers were not willing to allow the researcher to observe their lesson during
English lessons.
Secondly, some of the parents and pupils never understood what the researcher wanted to
undertakes and played some lackadaisical attitude which made the work difficult.
Finally, the researcher limited herself to only one class due to time constraints and
wished the study would hare covered a whole lot of school within the district.
The chapter one of the study project talks about the introduction. The chapter two is
about literature review. The chapter three talks about the various interventions put in place and
Chapter four presents results or findings and discussion. The last chapter which is
CHAPTER TWO
Chapter two of this study focuses on the views of relevant literature on reading by some
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It is discussed under the following heading meaning of reading, its importance, problems
encounted in the teaching and learning of reading comprehension aspect of English language and
What is Reading?
Reading is one of the basic skills which anyone accepts as essential for survival in the
modern world. It covers a whole range of activities in the school, from being able to read words
and sentences and finally being able to read anything which is put in front of us Sessan (1997).
5. Scanning silently
6. Skimming
7. Going over the sentences with the eye without using the finger to trace the word.
According to Pemela J. Farris (1993) reading is more than word recognition and gleaning
of concept formation and idea from text. Reading is the process of words, concept formation and
ideas put forth by the author as they related to the readers previous experience and knowledge”.
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Okyere (2006) also defines reading as “the skill or activity of obtaining meaning
especially from printed or written words or symbols from papers, newspaper, magazines, journal
and books.
Hafner (1974:40) also perceived that “reading is a complex process involving the
perceiving of written meaning and the reaction to its application of meaning of life”.
It is an active process that requires the individual to demand meaning and the application
to its meaning and to bring idea to the printed page, so that the symbol will trigger off meaning
according to the pattern of writing and experience or the intelligence of the reader.
To add to that, reading in its regard, covers all the aspect in life, it not just reading printed
materials. It has become part of our civilized worlds. We read the inscriptions on labels, on
detergents to know how to use it and its constitutions. We also read road sign to drive or get our
way through to some places and also study road maps to get our way through unfamiliar
territories. It can also be observed from these descriptions that we come across reading materials
A details study shows that there are at least four dimensions of the reading act namely:
Critical reactions to what is read and the use or application of the idea acquire.
Importance of Reading
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One of the importance aspects of the teaching and learning process is reading. Reading
as one of the learning processes, has got some importance which cannot be over looked.
Gray and Roger, share similar opinions on the importance of reading. “It is an
indispensable factor in modern life, intervention with work, recreation and other activities of
young people and adults. This provides the most illuminating and varied records of human
experience that are now available and they can be restudied time and again at a readers own
conclusion.
Durell (1956) brings the social – cultural importance of reading to the child. Durell states
“the child with limited interest in reading is a danger to the society”. In our culture all children
must attempt to read. Society demands the child to be a reader. A child who cannot read risk
insecurity, loss of self esteem and in ability to peruse his interest to the fullest satisfaction.
fellow; reading broadens one’s horizons, information is received during reading, one also
broadens his / her knowledge by adding what he / she reads to what is known already, one
becomes abreast with current events during reading. Past, present and future perceptions also
The causes of reading disabilities are numerous and may differ from one another. Here
i. Social factors
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iv. Large class size.
Social Factors
A number of social factors contribute to the problem in reading among pupils at the basic
level. Freser (1970:72) classified those factors under the following headings;
1. Cultural variables
2. Material variables
3. Emotional variables
For the cultural variables, it is believed that children of literate parents have high
academic achievement since it is believed that such parents provide their children with facilities
for reading at home, whilst is different for children from poor parents.
In the case of materials variable, children from poor homes with large family size have
limited resources or facilities as compared with children from middle or upper class families or
homes. Such children are often deprived of linguistic development because with large number of
family size, there is little resource to use to cater for the large size of a family. That is no way to
In connection with emotional factors, children from broken home and to received
constant friction between parents where none of them cares about the reprocess on the child.
This turns to affect the child psychologically where the child goes through emotion
trauma both at school and at home. This turns to affect the child adversely which puts off the
According to Hann (1984) the best way to read is a little learning everyday if for some
reason such as illness, the child progress will be slaw and learning will be Frustrating.
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Bemman (1992) observed. “Lack of continuity may exist in school if teachers disagree on
what to read. Children should be taught how to read. Children may face demands they cannot
meet when they move to a higher class. Still other children may be asked to repeat instructions
even though they have already mastered the skills being taught. This may be frustrating in
reading.
According to W. S. and Roger B. (1956) it has been observed that children learn very
well within a conducive classroom environment. Children learn in a well ventilated, well –
lighted classroom which has also been beautified with two – dimensional reading charts on
walls.
At times, some sort of class which is also furnished with some interesting story books
Apart from these, the teachers should use some good methods of teaching reading in
order to make learning very interesting and enjoyable. Positive reinforcement such as “good”,
In the absence of these materials to create a very conducive environment there is no way
According to Entwisted N. J. (1970), A large class size could be also contributes to poor
reading habits of children. In a class of say 60 pupils, it is very difficult for the teacher to control
them during reading lessons. In a situation where there are 5 people to one book, it becomes
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In conclusion, there are a lot of factors that contributes to the poor (performance) reading
habits of children and ardent measures need to be taken to reduce the rate.
From the literature reviewed, it is evident that language learning is a complex process
This shows that reading is a skill which needs to be acquired by everybody because it
forms part of our everyday life. Therefore it will be very unfortunate for any person to denied of
it looking at its importance. It can be seen from this review that successful reading depends on
several factors. These factors may include intelligence, physical attributes such as sight, heaving
and motivation, while many factors relating to the home background and school are also inherent
CHAPTER THREE
METHODOLOGY
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This chapter seeks to discuss the methodology adopted in contributing the research. It
also contains the research design, population and sampling techniques as well as the study or
Research Design
The research design used or employed in this study is an action research type which is
based on descriptive survey. An action research is a kind of research in which the researcher
The valve of an action research allows both the teacher and the pupils to learn
It does not only focus on new knowledge it also enables the participants to develop
problem.
The research therefore used this design because she was interested and enthusiastic in
knowing the root cause of the reading disabilities of Nsuta D/A primary five (5) pupils.
An action research has a number of strengths. Among them are the following;
- It helps the researcher to understanding what really pertains in the teaching and
learning process.
- Again, it does not only enhance the teachers professional status but also promotes the
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Teaching today combines a whole lot of methods and approaches that best suit children’s
abilities. It is through action research that teacher evaluates his/her teaching techniques.
It is through action research that a teacher gets a better and in – depth understanding of
her own practice, be it relation to subject, content, the curriculum or methods appropriate to the
With its weakness, the researcher had less time at her disposal to carry out the research.
The study took place at Nsuta D/A Primary; stage (five 5) in the Sekyere Central District
of Ashanti Region. The school has a population of about two hundred and fifty and to make the
study very effective and also to achieve a better result of the study, the researcher sampled a
population of thirty – five (35) pupils form 50 pupils in basic five class.
In order to gather adequate information and to have a valid assessment of the study, the
researcher used thirty five pupils from the class. The participants were selected as random in by
the teacher in change until a target of approximately thirty- five was obtained.
Research Instrument
Observation
Because the researcher staged with pupils during the attachment programmed at Nsuta
D/A Primary, the researcher observed pupils read a passage from their reading books on their
own. The researcher found out that pupils could not read even with guidance of their teacher.
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Because of this, the researcher continued to observe pupils in their subsequent English
lessons and the researcher prepared a checklist to specify what he wanted to observe about
Interview
The researcher sought permission from the headteacher and the green light was given for
the interview. The pupils did not want to avail themselves for the interview but it was later on
explained to them that the interview was aimed at helping them read comprehension texts. The
The researcher prepared an interview guide for the pupils. The interview guide consisted
of six questions. The questions were open-ended type. After the researcher had conducted the
interview with the pupils, their parents were not left out therefore the researcher met the parents
Questionnaire
There are two sets of questionnaires, one for the English teachers and the other for the
headteacher.
The questionnaires were administered to only teachers and headteacher because the
parents were mostly illiterate and as such, any not be able to read what is on the questionnaire.
Intervention
monitoring over a period of time with a variety of mechanisms. Some activities were planned,
implemented and monitored for a period of time. It has got three (3) phases which include pre –
Pre – Intervention
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During the pre – intervention the researcher used the first two paragraph of unit 8 page 37
of pupils textbook to diagnose the problem. The researcher used the passage which is entitled,
Here the researcher awarded each pupils twenty (20) marks. Marks were deducted from
each pupils marks for every mistake committed. It was seen that pupils made a whole of mistake
which gave them a lot of low marks at the end of the reading exercise, mark were recorded and
Main Intervention
The researcher in an English lesson, prepared lesson note and put together the appropriate
teaching and material such as flash cards, word cards, and letter cards. Some of the teaching and
Flash Cards:
A flash card is a piece of card which contains a word or phrase or a sentence in large or
bold letters. This words phrases and sentences on the cardboards should be familiar to pupils.
Its purpose is to a rouse and sustains the mental and visual alertness of pupils also provided a
A word card should also have the effect of sustaining the mental alertness of pupils.
The cards are used by placing them downwards on a table and should be raised one at a
time to the level of pupils eyes with the blank side towards them. Then the cards should be
quickly turned and the printed side exposed to be viewed three (3) or four (4) times. Example
are
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Letter Cards:
These are cards with individual letters of the English alphabets. They are used to teach
W E A T H E R
The researcher in an English reading lesson put together the necessary teaching and
learning materials with notes to teach pupils. The researcher made use of letter and words to
teach pupils how to read. The researcher put together words which contained consonants and
Ta / Be / So SA/ Hi / Ha / No
Again certain words were also written on the chalkboard for pupils to identify the vowels
Through this the researcher introduced pupils to the use of syllabic methods of teaching
The researcher used the letter cards and put together some unfamiliar words and
prompted pupils that when they see these letters they should pronounce them according to the
while the words were pronounce by the researcher, she later put together the letters and also
pronounced it. A T I V E
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two together to become pronounce it. The researcher made pupils understand that when the first
part of the word is put together he would clap for them to mention it and after that he would add
the other part while he claps twice for them to pronounce. The researcher followed the activity
NATIONAL
The researcher continued with the word cards. It contained words from the passage and
the researcher asked pupils to identify the words and also identify its number of syllabic units.
HOTELS
During the use of the word cards, the words on the cards were broken into syllabic units
Post – Intervention
After the syllabic technique was used, a post test was conducted to measures the
A reading aloud test was conducted by using the same passage, which is unit 8 page 37 of
pupils textbook.
During the reading aloud session, pupils kept quiet with all alertness so that they could
develop their listening skills, pupils were also given the chance to read on their own so as to
The post – test continued two parts which entailed identification of at least ten (10) words
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The researcher used personal observation so as to obtain first – hand information about
pupils.
Questionnaire was also administered to teachers and head teachers to elicit information
from them.
The data analysis procedure was based on frequency counts and percentages
conversation.
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CHAPTER FOUR
The aim of the study was to use multiple practical methods especially the syllabic method
and games to help improve reading difficulties among Basic Five (5) pupils of Nsuta D/A
This chapter presents the overview of statistical procedure of the data collected in chapter
three. It also presents the results from the respondents and other finding relating to the study.
Results are presented in tables with respect to the research questions. Below are the tables of the
The researcher found out from observation that the materials in the school were not
enough it is seen that during reading lesson five pupils share a book and this make participation
Table 1
Adequate 0 0
Quite adequate 5 14
Inadequate 30 86
Total 35 100
It is found out from the table one (1) that out of the thirty five (35) pupils in the class 30,
which is 86% showed that reading materials in the school was not adequate.
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Method of Teaching
The researcher also found out that the teachers in the school were all restricted to the look
and say method as well as the phonic method. The table below shows the responses to teachers.
Table 2
Methods of Teaching
Phonic 3 60
Syllabic 0 0
Total 5 100
It was found out from table two (2) that two of the teachers used only the look and say
method while only three (3) teachers used only the phonic method and none of the teachers used
The researcher also found out that the pupils’ interest in English reading lesson was very
Table 3
Yes 5 14
No 30 86
Total 35 100
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In table three (3), it is seen that 30 pupils representing 86% responded “No” with respect
to their interest in the subject. This indicates that no matter what is being taught by the teachers,
pupils have a pre – conceived mind and this resulted in pupils inability to read.
Table 4
0 2 5.7
2 5 14.3
4 9 25.7
6 8 22.9
8 7 20.0
10 2 5.7
12 2 5.7
14 - -
16 - -
18 - -
20 - -
Totals 35 100
The table above shows the results of pre – test conducted by the researcher. During the
pre – test it was seen that pupils could not identify simple words let alone read a sentences and
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Due to this, the researcher uses the syllabic method of teaching reading as well the game
That is, during the instruction stage the researcher employed the syllabic method
researcher used letter cards lesion putting them together to form words in syllabic division. The
researcher picked words from the passage used for the pre – test.
Table 5
The rate at which pupils participate in the English reading lesson after intervention
0 0 0
2 0 0
4 3 8.6
6 7 2.0
8 3 8.6
10 10 28.6
12 2 5.7
14 2 5.7
16 3 8.6
18 5 14.3
20 0 0
Totals 35 100
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The results shown by table five (5) clearly indicate that 25 pupils out of the 35 pupils
representing 62.5% could read effectively as compared to the pre – test which saw 30 pupils
This shows that the multiple method including the syllabic method as well as mother and
child game is an effective way of teaching English reading and must be used at the basic level to
The aim of this study was to use the multiple strategies including the syllabic techniques
to help improve the poor reading habits of pupils of Nsuta D/A Primary and suggest possible
The researcher found out that pupils inability to read comprehension text was due to
certain factors. Some of the factors include inadequate reading materials which makes it difficult
Again, poor teaching method made pupils lose interest in the studying of the English
language.
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CHAPTER FIVE
This chapter seeks to provide summary of the research findings, draw conclusion and
The researcher carried out this study in order to ensure that the teaching of reading /
spelling with reference to Nsuta D/A Primary in the Sekyere Central District was taught more
The purpose of using flash cards and syllabic method was to make teachers aware of the
importance of maximum participation of each pupils in the teaching and learning process.
Now the answer to the research question “How can reading be improved at the basic
level” has proved in the post test results after the intervention.
Observation, interview and post – test were use for the collection of data. These were
It was also observed that classroom management was not effective. There was lack of
There were also no wall charts and pictures which would enhance pupils reading skills.
Also due to the poor economic background of parents they could not buy books for their wards
to read.
Conclusion
The poor reading performance of pupils was as a result of the following problems. The
use of inappropriate reading material, poor economic background of pupils, poor classroom
management etc.
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If pupils are to make headway in their career, measures ought to be taken to cheek the
above problems.
Recommendations
The following recommendations are made with the view of improving the teaching and
learning of reading.
School should be provided with the requisite relevant reading materials. Teachers are
required to make appropriate teaching and learning materials where they are not available.
Methods of teaching should be varied. Teachers are improved to use effective methods
like role play, dramatization gestures, discussions, story telling and others such as combination
which urge pupils to read always, should be created to make reading enjoyable.
It is also suggested that the time frame set by the Institution of Education and University
of Cape Coast for researcher to complete and present them should be extended so that in-depth
To come out with a research work required huge capital outlay this problem can
sometimes moth the findings which can be adopted by the Educational body for national
Since the present was carried out at Nsuta D/A Primary (5) in the Sekyere Central
District of Ashanti Region. It is suggested that the study should be extended in other schools
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REFERENCES
Durell, D. D. (1956) Improving reading Institution, New York: Harcourt Bruce and
L. B.
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Hafner, E. L. (1974) Improving reading in middle and secondary schools, New York:
Gary, W. S. and Roger, B. (1956) Maturity in reading, its nature and appraisal
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APPENDIX A
If no why? ………………………………………………………………………….
………………………………………………………………………………………
……………………………………………………………………………………..
…………………………………………………………………………………….
……………………………………………………………………………………..
…………………………………………………………………………………….
APPENDIX B
1. Do you help your wards with his/her English assignment? Yes or No.
If no why?
………………………………………………………………………………………..
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Yes or No If no why?
……………………………………………………………………………………….
…………………………………………………………………………………………
………………………………………………………………………………………..
APPENDIX C
1. Age of respondent : 25 – 30 [ ] 30 – 35 [ ]
35 – 40 [ ] 40 – 45 [ ] 45 – 50[ ]
3. Are there enough T. L. Ms. For teaching English reading? Yes[ ] No[ ]
7. Do you continue from where you end your reading lesson? Yes [ ] No [ ]
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APPENDIX D
………………………………………………………………………………………….
Yes [ ] No [ ]
…………………………………………………………………………………………..
Yes [ ] No [ ]
Yes [ ] No [ ]
APPENDIX E
COMPREHENSION PASSAGE
Where do you go for your holidays? Perhaps you stay with a relative in another town or
village.
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They stay in hotels relax and visit interesting places. We call these people tourists. They
are very important for Ghana because they bring a lot of money and we can all learn from each
other. There are lots of new jobs for people in the tourist industries.
Ghana is a proud country with Africa’s Friendliest people so it is a very good choice for
tourists.
Although there are rainy seasons, the weather is warm all years.
There are good readies and tourists can hire cars, join tourist buses or arrange a trip with
a taxi driver.
Ghana has many excellent places to stay from modern hotels to lodges in our national
parks. We provide tour guides for lots of different types of attraction and they don’t cost much
money.
1. Cultural activities
2. National parks
3. Festivals
4. Sports activities
Ghana has a rich cultural history end is well known for its traditional festival which take place all
over the country throughout the year. This is when Ghanaian hospitality is at its best end visitors
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