Recommendations
In view of the findings during the intervention, the researcher has come out with the following recommendations.
(i) Teachers in the field will make a remarkable achievement if they follow the correct method for teaching reading aloud. This right approach can be found in the researcher’s intervention in chapter three and a demonstrated lesson on appendix 7. This will enable pupils read satisfactory.
(ii) Teachers should also create a conducive classroom environment for different ability groups to learn. The teacher should group the pupils according to their abilities. He should device or gets a means to teach all these groups to understand the lesson. He should go according to the pace each group can cope with. He should also create many activities that will allow children to participate fully in the lessons.
(iii) Teachers should also assess every child’s performance as well as the overall performance of the class. The teachers should critically observe the children’s individually in order to know their capabilities and teach them accordingly.
(iv) Teachers should also select texts that are highly predictable. This will make it easy for pupils to read.
(v) Teacher Education Division should frequently organized workshops for teachers so that they can improve on how to present reading lessons.
(vi) Reading lessons require a lot of teaching aids such as flash cards, pictures, textbooks with predictive passages, word cards and so on.
If the government really wants education to improve to a very high standard, then they should help the teachers by providing enough teaching and learning materials in order to cut down the burdens of teachers providing them, a burden which is most at times not successful.
(vii) The school authorities should strengthen Parent – Teacher relationship so as to create a viable platform for parents to be educated on School – Community relationships.
(viii) Finally, the Ghana Education Service should ensure that deprived schools like Apeyime R.C should also have equal facilities as those in the urban sectors.
This researcher believes that, this problem does not pertain to Apeyime R.C Primary Six (6) alone. Rather, it is seemingly widespread problem. And if all the above recommendations are applied, the problem will be much more easily contained to a large extent.
Areas for Further Research
English language is a complex subject made up of four broad aspects. These aspects include Listening, Speaking, Reading and Writing. But the researcher rested the study on only one aspect, reading.
Reading also has a number of aspects like pronunciation, word recognitions, punctuations and the rest. But the researcher realized that, the most pressing problem the pupils were facing was the pronunciation problem.This moved the researcher to carry out an investigation into the causes and its effects on the pupils which this study sought rectify.
However, the researcher will like to appeal to those who will be interested in carrying out further research on reading to focus more on the pupil’s word recognitions and punctuation. By this, the researcher believed that, pupils will become competent readers.
Equally, other aspects of English language are also important, such as Listening, Speaking, Reading and Writing which all sum up to make the child a complete English language students.
The researcher would like to encourage other researchers to delve into the remaining aspects such as Listening, Speaking and Writing in order to make the child a good English student.
This will make the child learner of the English language fully equipped to use the language effectively and efficiently as second to nature – a holistic development of the child’s language learning.
REFERENCES
Adu J. etal (2003) Primary English. Pupils Book 4. Macmillan, Publishers Limited. Accra – North, Ghana.
Adu J. etal (2003) Primary English. Pupils Book 4. Teachers Guide, Macmillan, Publishers Limited. Accra – North, Ghana.
Agboglati R.T (2004), English Method Without Tears, (Unpublished).
Atiku V. (2006), Assessment and Research in Basic Schools, (Unpublished).
Fianu E. (2005), Principles and Method of English Language Teaching for Colleges of Education. (Unpublished).
Ghana Education Service (2003), Handbook on Lessons Notes Preparation and Teaching Learning Materials in Primary Schools.
Harris, A.J and Sipay. E.R (1990), How to Increase Reading Ability, (Ninth Edition). Longman, New York.
T.E.D (Teacher Education Division) (2003), Teaching English in Basic Schools, Winneba.
Tompkins, G.E. (2003). Literature for the 21st Century Teaching of Reading Writing in Pre – Kindergarten through Grade 4 NJ Pearson Education. Inc. Upper Saddle River.
Tsadidey, S.W.K (2002), The Principles and Practice of English Language Teaching, Discovery literature, Centre Limited, Ho.
APPENDICES
APPENDIX 1
Interview Guide for Pupils
1. How often does your teacher use teaching and learning materials during reading lessons?
Yes No
2. Have you been able to pronounce the key words after the class teacher’s lesson?
Yes No
3. Did you enjoy your class teachers reading aloud lesson?
Yes No
4. Do you have supplementary books at home for reading?
Yes No
5. Do your parents allow you to learn at home after schools?
Yes No
APPENDIX 2
Interview Guide for Parents
1. Do you often contact your child’s teacher to have report on his or her performance?
Yes No
2. Does your child take delight in reading activities?
Yes No
3. Have you supplied your ward with reading materials?
Yes No
4. What work does your child do in the house after school?
……………………………………………………………………………………………………………………………………………………………………………………
5. Do you always remind your ward to learn at home after school?
Yes No
Recommendations on how to improve on learning English
