2021 IJRSE – Volume 10 Issue 15
Available Online: 18 October 2021
Author/s:
Nsenyiane, Anthony Mensah
Dambai College of Education, Ghana (tonybrown2014@yahoo.com)
Amaniampong, Philemon*
Methodist College of Education, Ghana (philemonamaniampong@yahoo.com)
Abstract:
The purpose of the study was to explore the strategies teachers use in teaching reading to 5 pupils with reading difficulties in the Awutu Senya East Municipality, Central Region, Ghana. It followed a mixed method approach. A sample size of 50 teachers was used for the study. To obtain a representative sample of the population of the teachers, the simple random and purposive samplings were used in selecting teachers from three basic schools in the Awutu Senya East Municipality. Data were collected through questionnaire and interview. Qualitative data were obtained through focus group interview with the teachers while quantitative data were obtained through administration of teacher questionnaire. The data on the subscales were entered into SPSS version 21.0 to compute Cronbach’s Alpha co-efficient in order to determine the internal consistency of sub-scales. The final stage of analysis involved the identification and interpretation of the dominant themes in the strategies teachers use in the schools. The findings of the study revealed that teachers used language experience approach, phonemic awareness instruction, peer reading, comprehension instruction, reading aloud and motivation in helping pupils with reading difficulties to improve on their reading skills. The study recommended that more workshops focusing on reading strategies should be organized by the Ghana Education Service for teachers to update the existing strategies they use.
Keywords: reading, strategies, reading difficulties, phonemes, approach
DOI: https://doi.org/10.5861/ijrse.2021.a112
Cite this article:
Nsenyiane, A. M., & Amaniampong, P. (2021). Teachers’ strategies for teaching pupils with reading difficulties: The case of Awutu Senya East Municipality, Central of Ghana. International Journal of Research Studies in Education, 10(15), 25-36. https://doi.org/10.5861/ijrse.2021.a112
*Corresponding Author