IMPROVING THE ENGLISH READING ABILITY OF PRIMARY FOUR (4) PUPILS OF EVANGELICAL PRESBYTERIAN COLLEGE OF EDUCATION PRIMARY SCHOOL IN BIMBILLA

Abstract

The purpose of this study was to investigate the challenges associated with Primary four (4) pupils inability to read text in English Language especially, in reading fluently, reading comprehension, spelling and linguistic competencies at E.P. College of Education Primary School. The researcher reviewed literature relating to theories of reading, the nature of reading, the reading process, causes and effects of pupils inabilities to read. An action research was used. The researcher employed purposive sampling technique to select a sample size of thirty-five (35) pupils who had difficulties in reading. The instruments used to aid in data collection were observation, interviews and test. Data was analysed quantitatively using frequency tables and qualitatively (manually) where responses were put in text. Some of the findings were that: It was found out that the reading and comprehension level of the pupils before the intervention was not good, none of the pupils could read the p4 level passage fluently, lack of exposure to reading materials alongside with poor knowledge of letter sounds were identified as the main issues that accounted for the pupils inability to read text in English. Reading difficulties that were prominent during the observation had to do with wrong pronunciation of words, skipping words and omitting letters. After the intervention, it was established that twenty-two (22) pupils were able to read the p4 level passage effectively. It was also found that the number of pupils who could read the p4 level passage with difficulties had reduced from 25 pupils to ten pupils. Also, the number of pupils who could not read at all had reduced from ten (10) pupils to four (4) pupils. The researcher made some recommendations which included: The school authority in collaboration with parents (PTA) should initiate remedial lessons for struggling readers; the school should encourage parents through the school PTA to buy learning materials especially supplementary reading materials for their wards and supervise their usage, Ghana Education. Service (GES) should ensure that teachers at the basic school level are trained regularly to equip them with the requisite skills and effective methods of teaching English reading, School authorities/teachers should identify children with reading problems early and provide them with appropriate early intervention and Ministry of Education (MOE) should ensure adequate supply of well-developed curriculum materials and equipment especially that of English.