Prince Oduro1 & Florence Akua Mensah2 & Frank Quansah3 & Richard Ayertey Lawer4 & Vera Rosemary Ankoma-Sey5
1Department of Special Education, University of Education Winneba, Ghana
2Department of Special Education, University of Education Winneba, Ghana
3Department of Educational Foundations, University of Education, Winneba, Ghana
4Department of Applied Modern Languages and Communication, Ho Technical University, Ghana
5College of Distance Education, University of Cape Coast, Cape Coast, Ghana
Abstract: Reading difficulty is a major concern for basic school teachers in Ghana, as the majority of pupils in primary schools cannot read and subsequently, produce abysmal performance in the English Language subject. This research conducted a qualitative inquiry into exploring the approaches used by teachers to remediate phonics difficulties among struggling readers at Unipra South Cluster of Schools at Winneba. Grade 4 English Language teachers were sampled to participate in the study. An unstructured interview was conducted to collect data with the help of an interview guide. Data were analysed using the thematic analysis approach. The study found that the grade 4 teachers predominantly used the jolly phonics and rhyming methods in remediating phonics difficulties among struggling readers. It was further revealed that materials used during instruction were flashcards, manila cards, chalkboards and textbooks. The study recommended that Ghana Education Service should design professional development programmes to equip teachers with effective strategies for reading instruction.
Keywords: Assessment, Phonics, Reading, Struggling Readers, English Language, Teachers, Ghana
Published: January 9, 2022
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International Journal of Social Sciences & Educational Studies
ISSN 2520-0968 (Online), ISSN 2409-1294 (Print), December 2021, Vol.8, No.4