CHAPTER ONE

INTRODUCTION
Background to the Study
English is the medium of formal education to all levels of education in Ghana. Indeed
it is an enable- subject and our surest passport for easy travel on the international
communication highway. Therefore, it is an undeniable fact that those educated need
to be taught properly the spelling of words for learning skills especially reading and
writing. This can be done by the varied practical methodology in teaching and
learning various aspects of English.
Language is powerful tool for unity. In the bible, during the attempt to build the tower
of Babel, God had to cause the problem of multiplicity of language. According to
daily graphic (Feb, 2008), Busia contents that language is one of the positive gains
of colonialism and has prepared us for effective membership in the wider
community. It is the commonest spoken language of people of different cultures,
thus, has becomes the lingua Franca for everybody.
In this light, English language enables students to go through our educational system
successfully without barriers once it is well studied. This is because all the other
subjects apart from the local languages are all written and taught in English.
The importance of English language is not farfetched since we benefit from it daily.
It is important to note that every man who knows how to read has in his own power
to magnify himself, to multiply the ways in which he exits to make life full significant
and interesting (Huxely, 2007).

English language enables us become computer literates, the acquisition of jobs is not
left out. In Ghana today, workers are expected to be able to communicate effectively
in English. Our scientific world, modern invention like atoms, TV antenna,
capacitors etc are all described in English language before they are able to perform
this task.
Knowledge of English makes us aware of what happens in our world and enables
people feel comfortable when they live their towns and villages to seek greener
pastures
Reading is lifelong activity. Those who enjoy reading derive pleasure and
satisfaction from it.
Adigun and Oyelude (2003) observe that skill in reading will not only assist pupils
in organizing their thoughts and jotting down important facts while reading, but also
equip them to comprehend entire texts.
Despite general forms of instruction, some individuals have difficulty acquiring the
fundamental reading skills necessary to be in a position to read to learn.
Often, these youngsters are referred to school psychologists because of their reading
difficulties. Moreover, in many cases, students needs are not adequately identified
because school psychologists and educators spend considerable time generating
circular reasons as to why a particular student has difficulties learning to read. For
example, many professionals provide rationales such as, Johnny has a reading
problem because he has a learning disability or Sally has a reading problem

because she is dyslexic. Instead, professionals time might be better spent targeting
reading skill areas that are in need of intervention or further instruction.
It is very important to note that reading in general as an educational skills is the most
effective self- reliant for learning a skill that opens the door to physical, emotional,
intellectual moral improvement. Reading skills is very essential since it cuts across
all the subject areas. It is one of the basis for which every child could be successful
in education. These skills however, seem to be lacking in the pupils of basic four of
Changnayili AME Zion Primary School.
Perceived Problem
In a lesson, it was observed that many of the pupils in basic four of Changnayili AME
Zion Primary School were not able to read simple sentences of the English course
book. Pupils were interviewed with at least ninety percent (90%) of the students
expressing their fear of not being able to read the English Language Primary Four
textbook fluently and efficiently. This problem the choice of the topic reading
difficulties in the target school and to find out the causes and possible solutions to
the problem.

Problem Diagnosis
Through observation, it was observed that pupils inability to read sentences had an
influence in their participation during classroom discussions. The research involved
using interviews and reading test to discover the level of poor reading skills among
pupils in the school.
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Evidence of the problem

Evidence from the test: After delivering a lesson on reading a test was conducted.
The results for the test taken from the pupils revealed that about 90 % of the pupils
could not obtain the average score of ten marks.
Documentary Evidence: Results of pupils for first and second terminal examination
indicated that about 70% of the pupils scored below 50% in subjects such English
Comprehension.
Evidence from interview: Upon the interview conducted on reading, it was revealed
that pupils had fear in reading out loud among their colleagues.

Causes of the problem

A teacher who is academically and professionally qualified, but works under
unfavourable condition of service would be less dedicated to his/her work and thus,
be less productive than a teacher who is unqualified but works under favourable
condition of service.
To this end, it was found out that one of the causes of the problem is poor state of
condition of services in Changnayili AME Zion primary school where in a given
class there is no seat for the teacher who rather had to share with the pupils the smallsized desks they used in the class.
It was also observed that teaching and learning materials were unavailable for
effective lessons most especially English textbooks. Even in cases where the pupils
were paired to use a textbook, most of the students still could not get any to use.
Meanwhile, Ausubel (1973) stated that a young child is capable of understanding

abstract ideas if provided with sufficient materials and concrete experiences with
phenomenon that they are to understand
Finally, poor attendance to school, bad attitude towards learning and reading could
have also contributed to the problem at hand.

Objectives of the Study

The study seeks to:
1. Find out the causes of the inability of pupils in basic four of Changnayili AME Zion
Primary School to read fluently.
2. Find out the effect of poor reading on pupils of Changnayili AME Zion Primary
School.
3. Design strategies or activities that could be used to improve upon the reading skills
of the pupils of Changnayili AME Zion Primary School.

Research Questions
The following were the research questions used to gather data for the research work
1. What are the causes of Changnayili AME Zion Primary School basic four pupils
inability to read?
2. What effect does reading have on the academic performance of pupils of Changnayili
AME Zion Primary School basic four?
3. How would word puzzle help improve upon the reading skills of pupils of
Changnayili AME Zion Primary School?

Significance of the Study

One of the major significance of this research was to enable English teachers to
identify appropriate methods and techniques that could be used to teach pupils how
to read effectively. Parents and other stakeholders of education could also benefit
from the study. Again, policy makers such as Government, Nongovernmental
Organizations (NGOs) and other agencies that are in education would find this
research very useful.

Delimitation
This research was carried out in Changnayili AME Zion Primary School Class Four
only. It did not include all classes in the school and also not involving other schools
within the same catchment area. The study also was solely in English Language and
not other subject area.

CHAPTER TWO
LITERATURE REVIEW
Introduction
The chapter is intended to help the reader get to know both empirical and theoretical
literature on the topic. This chapter will throw more light on the views that other
writers have come out with on the same topic.
The literature is reviewed under the following sub-titles: Definition of games and
types of games used in this write-up; Behaviourist theory; Cognitive theory;
Advantages of language games; Meaning of reading; Appropriate in teaching
reading; Causes of poor reading; Effects of reading inability.

Definition of Games and Types of Language Games

By a simply definition, language games are learning activities designed by a teacher
to help pupils in the learning of a language. According to Jones, (2003) a game is an
activity that people participate in it altogether on their own for fun. Therefore in the
classroom context, teachers of English should engage pupils in language games and
pupils learn effectively through playing together to develop their language skills.
There are varied and various number of games that could be used to develop pupils
accuracy and fluency in English language. Generally, language games could be
grouped under two main types.

They are language practice games and

communicative language teaching games. Language practice games are those which
involve the use of a particular language items like language drills which opportunities
for repetition of language items that are intended to be learned.
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The developmental sequence of language practice games are communicative

language teaching games.

In these games the teacher allows the learner to

communicate in pairs or in groups. The learners then use their own language
resources to play the games. These are sub language games. As young learners in
primary three (3), they could be engaged in all sort of games oriented activities such
as the phonic method.
Word Puzzle Games
How the Game is played
The preparation of the word puzzle games requires the following tools and materials.
Tools:

rule, pencil, felt pen, cutting knife

Material:

Cardboard.

Steps in Preparation
The first step is to rule a margin and divided the length of the cardboard into equal
parts and the next step was to write the alphabet forming the words in the boxes
Rules of the Game
i.

Pupils are put into five groups

ii.

Each pupil is given a sheet of a word puzzle game

iii.

Time is allocated on the game

iv.

A prayer starts the game by circling the word.

v.

The first group to encircle the word becomes the winner

How to Play the Game

The game is played in three rounds. For the first round, the word that is to be used
for the game is written on the chalkboard. Each member of each group is asked to
search for these words by encircling each word. Any child who is able to finish
findings the words first become the winner.
Then he/she is asked to pronounce all the words to the rest of the pupils in class. For
round two, any group which was able to find or search for the word first also became
the winner. For the last round, a word is written on the chalkboard and a question is
asked and everybody from each group is asked to pronounce the word on the board
and also to search for it on another sheet. The game is ended by summarizing it to
pupils and announcing the winner.

Phonic Method
Preparing Pupils to Play the Game
Before pupils are able to play the game, they are taken through the following
activities. Sounds of the alphabet, here, the pupils are made to know the vowels and
the consonants. The vowels a, e, i, o, u and the consonant, b, c, f, g, h, j, k, l, m, n,
p, r, s, t, v, w, x, y, a.

Sounds of the alphabet

Sounds of the alphabet were taught to pupils /a/, /c/, /e/, /i/, /o/, /u/, words that could
be formed under each alphabet and its sound were written down for pupils to observe
and say them.

//, - eg. Ball, cull, hall, tall

e - // eg. Bed, cell, debt, fell, wed
o - // eg. Dot, not, hot, rot, lot
u - // eg. Bat, rug, must, shut
u - // eg. Burn, turn, turf.

The Behaviourist Theory

The profounder of this theory is B.F Skinner (1979). This theory emphasizes that
language is not a metal phenomenon, but behaviour, it is learnt through the process
of habit formation. The behavourist believes that the child initiates the sound pattern
around him or her. People recognize his/her attempts as being similar to adult model
and reinforce or reward the attempts or approval or other desirable reaction. The
child wants more of such rewards and therefore repeats the sound pattern. They then
become a habit. By this, verbal behaviour is shaped unit it patterns the adult model.
By this theory mistakes are recognized or considered as imperfect learning showing
that the process of habit formation has not had time to run the full course.
This theory underlines the grammar approach to teaching language where the
emphasis is on drills, repetition and learning of roles until the structure gets
impressed their lessons with a rule and illustrates this rule with sample sentences on
the chalkboard followed by an exercise on it. They also use repetition and drills in
dialogue based on the specific structure. Errors are evidence that the learner does
not know the rule properly.

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The Cognitive Theory

This theory was propounded by Chomsky (2005). He believes that language is not
merely verbal behaviour, but a complex system of rules. This enables speakers to
create and understand an infinite number of sentences. Some of these sentences they
might never have heard before.
This theory believes that rules are abstract or internalized their own sentences which
are not shaped by external forces. Children are therefore born with innate capabilities
for the acquisition of languages. This is described as Language Acquisition Device
(LAD).
This device is specific to humans and never fails to operate in normal human beings
from infancy to about age 11. This gives children the means of processing speech in
the environment so that they can construct the underlying meaning.
This device contains some of the universal features found in all languages such as
word order to give meaning and grammatical relations such as those between subjects
and objects. This theory helps teachers to adopt much more pragmatic approach to
teach language. This is called communicative approach.

The Meaning of Reading

According to Tsadidey (1993) reading plays an important role in mans life. To him
reading is defined as the ability of individual to converse with written materials or
get a message that has been set out in a specific code. He emphasized that for reading
to take place, there should be a written language and the ability to read should be
manifested in the readers understanding of what has been written.

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According to Websters new world dictionary for young readers, reading is how to
get meaning of something written or printed by understanding as letters, signs or
numbers. It emphasized on the merits of reading, thus it indicated that through
reading we got to know what is happening in the world. It is also stated that people
develop vocabulary acquisition through reading. Websters new world dictionary is
important to the study since it talks about how reading helps are to identify his or her
ways.
To Clymer (1934), reading is discovery of the various sounds or symbols associated
with the various words.

This means that anything beyond decoding is not

distinguished from thinking. He emphasized that the teacher should be able to throw
more lights on the teaching of how to identify the various words before the actual
reading. This involves consideration of the nature of the child, the method to be
adopted, the intellectual level of the child and the goals to be attained.

Approaches in Teaching Reading

Tsasidey (1993) holds the view that teachers of English are themselves not native
people of the language and it causes. Our own competence levels are miserably low.
According to the learned Charles Haddon Spurgeon, in his John Phowans talk.
Nothing comes out of a sack what is in it. This implies that the teacher of English
whose competency level is too low, cannot in anyway raise the level of pupils above
own language level. The teacher can only bring them up to his/her level.

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Reading as a programme educational activity lends itself to variety of teaching

approaches. The gradual introduction of the child to reading is what brings into focus
the concept of reading readiness which concerns the formal and informal reading.
There is a growing evidence that it might be more appropriate to refer to the amount
of time a learner takes to complete a reading task rather than using qualitative lables,
such as good, best or poor reader (Smith 1990). If we accept the facts that all
individuals are capable of learning to read but some need more time in their learning,
then we can search for adjustments for pupils who might need more time in learning.
Pupils who are slow readers could read shorter passage, in this way they could finish
a story and experience the success of sharing it with a parent or friend.
One effective strategy for readers with reading inability is to generate visual images;
the pupils must first be able to recognize the words. The pupils need to visualize the
flow of action represented on the page. The same concept building techniques that
work to average readers also work for poor readers. The poor readers however, gain
more from concrete experience than abstract discussions.
It is not enough for the parents to simply tell the slower reader to sue visual images,
the parents has to describe the images that occur in his/her own mind as he or she
reads a particular passage, thus giving the child a concrete sense of what visual
imagery means, pictures, physical action, demonstration practice using words
interview or as exchange of view are only a few of the ways that parents, tutors or
teachers can make the key vocabulary root in readers mind.
In the case with most learners, poor readers learn most comfortable with materials
that are written on their ability level (Clerk et al 1984), for instance, teachers and

13

parents can help their children by selecting helpful materials like story books which
do not have difficult words and also short passage that deliver clear messages to
improve the reading ability of their children. An article by Robert Rock in 19998,
made emphasize on the point that HICHD research on children with reading
disabilities has shown that deficiencies in processing letter words are the heart of
most readers problems. This article illustrates how letter sound processing works
and describes strategies for teaching children these skills.
Dyslexia is perhaps the learning disability that is most widely known primarily
because of Barb Bushs effort to make adults become aware of the problem of
children with this and other learning disabilities. Stories about children trying to
overcome their reading disabilities in the mass media are common.
In its broadcast sense dyslexia refers to the over whelming difficulty in learning to
read and write by normally intelligent children exposed to suitable educational
opportunities in school at home. The Dyslexia childrens verbal reading levels fall
for below what would have been predicted for their quick and alert intelligence
(Bryant and Bradley, 1985). Also teachers and parents should appreciate childrens
thinking as the foundation of their language abilities and maintain some flexibility in
their expectation regarding their childrens development of decoding skills. Such as
reading for children to feel successful. They have to be aware of the unique learning
strengths of the children, so that they may apply them effectively when working to
strength the lagging areas. (Webb, 1992).

The child needs to feel love and

appreciated as an individual, whatever his or her difficulties in school might be.

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Causes and Effects of reading inabilities

According to a research conducted by (Larry B Silver 1984), some pupils inability
to read depends on various reasons such as emotional, peers and the community. The
school contributes to pupils inability to read in the sense that there is inadequate
teaching and learning materials and textbooks. If these are not used well, it will
expose pupils to bad reading. Other pupils have reading difficulties and the source
of their difficulties is probably family problem (inherited).
Pupils poor performance in reading is caused by the fact that some pupils are
engaged in trading after school. Pupils are not given the freedom to use their free
time in studying but to unnecessary things such as roaming about in the home.
Language development problems can contribute to pupils, inability to read and their
difficulties in listening comprehension as well as verbal and written expression.
Learning appropriate work attack skills through phonics provides special help in
receptive and expressive language skills which improve the type of learning
disability (Scientific American, November 1996).
An article entitled, overview of learning (intellectual) disability in children by
many Lindsey made a point that most parent want to have intelligent and able
children who will achieve in relation to the expectation of a society in which
intelligent is highly valued. Therefore, people with intellectual disabilities and their
parents at risk of being undervalued and stigmatized.
According to the sophisticated brain imaging study found by the National Institute
of children Health and Human Development (NICHD) children who find it difficult

15

to read appear to have a disruption in the part of the brain involved in reading
phonetically.
They also found that children who read properly and do not receive any extra help or
training eventually compensate for disability by using other parts of the brain as
backup systems for the improved brain regions. Although most of these children
with reading inability eventually do learn to read, they never do so with the same
fluency as do good readers.
This is because the backup brain systems they use when reading apparently cannot
speak the language and because of that they cannot socialize with their friends who
are better off. They feel shy to move with their friends because pupils think that if
thy say something wrong, they would be laughed at.
According to some teachers, the pupils inability to read poses the problem of reading
to understand written sentences or words. The childs inability to get the clearer
understanding of what he reads goes a long way to affect the child in understanding
of other subjects. This can lead the child to achieve poor results in his or her
examinations because he/she cannot read to understand what examinations questions
require from him or her. Therefore, the inability of a child to read can affect his
writing skills. If this is not so, how can a person write a word without knowing how
it is read? With this effect in mind, a person reading skills will have problem in
spelling.
The ability to read and receive meaning from printed text is a complex skill which
we all need to be able to live in a world dominated by prints. As commended by Burn

16

et al (1999) reading should not be mistakenly viewed as a single skill for pronouncing
words but rather a combination of many skills that lead to the derivation of meaning.
Grellet (1981) and Seznam (1997), also share a common view on reading. They
consider reading as one of the basic skills which is essential for survival in the
modern world. Reading is a big skills known as micro skills. It includes;
a. Reading from left to right
b. Reading words which are not phonetic.
c. Distinguishing words which look similar.
d. Recognizing different types of print and handwriting.
e. Reading without using the finger to trace the words.
f. Reading silently
g. Recognizing the significance of each punctuation mark.
h. Skimming
i. Scanning
They assert that all the skills may not be equally learnt well and sometimes a reading
problem that a child has later in life can be traced back to not learning a particular
micro skill well. For instance, people who cannot skim and scan waste a very large
amount of time when reading.
Langan (1988), Udall and Udal (1982), point out some steps or factors which are
essential in improving reading skills. Langan points out ten (10) steps which are:
1. Understanding vocabulary idea,
2. Recognizing the main idea,
3. Identifying key supporting details,

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4. Understanding relationship 1: Transitions,

5. Understanding relationship 2: pattern of organization.
6. Distinguishing fact from opinion
7. Drawing inferences,
8. Detecting bids and propaganda
9. Evaluating argument
The ten (10) steps according to Language develops effective reading and clear
thinking in people. The ten (10) steps he presents are widely recognized to be
essential for literature and critical comprehension. Language contends that no skill
is taught by leaning or reading but a skill needs to be a repeated practices or texts to
help pupils become conversant with them.
Udall and Udal (1962) on their part comment that effective reading depends on the
readers willingness and ability to read and understand the materials. Udal et al
constructed three (3) major factors for effective reading activity. They are:
i.

Understanding vocabulary in context,

ii.

Degree of skill in relating words, phrases and sentence construction which

affects comprehension.

iii.

Attempt Span: the ability to concentrate for a sufficient long period.

Based on the above commentary, reading skills should be characteristics teachers

ought to develop systematically in their pupils to make them effective readers and
thinkers.
Interest has effect on ones action. The interest of pupils adversely affects their
reading competence. Jordan (1974) and the schools council Research Project (1975)

18

dwell on the role of interest in reading. They argue that, reading interest plays
important role in the teaching and learning of reading. They profess that before
effective teaching in reading can be done, the interest of the pupils should be aroused
first so as to enhance proper teaching and learning.
Jordan conducted survey on the reading interest of 1,080 Sierra Leone school
children aged through thirteen years. He reported that children preferred adventure
stories, history books, stories on family life, folk tales stories about bird and animals
and this improves their reading skills.
The School Council Research Project designed to investigate the reading interest on
children aged ten to fifteen years in Britain came up with these findings; children still
read classics widely, just as the children did 40 years ago, the most popular books
being Treasure Island, Tom Sawyer, Little Women, Oliver Twist, Black Beauty.
It was recorded that children read comics widely and that no evidence could be found
to support the fact that they read political or aesthetic journals of the kind that
interests some of their more earnest teachers. They also read a wide range of
informal magazines, the boys reading them than the girls. Considering the wards
Jordan and the School Council Research Project, it can be observed that school
childrens interest in books differ from ones cultural background to another.
African child would read more and feel at home with books on animal stories from
the scriptures (Bibles, Quran) and folklores as these are part and parcel of his or her
daily life. On a contrary, the European child would be more comfortable relating to
objects of stories like Black Beauty. Little Woman among others which depicts
his or her cultural background.

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Agyei (1996), writes that there is a need to improve children reading habits early in
life. This has been mentioned by other writers. She points out that considering the
virtues of reading. It would be great value for reading to enable them live up to the
growing standards of the immediate society and the worlds at large.
Agyei (1996), perceives on outcomes of a seminar organized in Accra by the
Children Literature Foundation to promote excellence in children literature. It was
realized by participants that a child who acquires reading habits early gains a head
start in education to cope with the fast growing world of technology. Based on the
above, it could be noted that the interest of a child goes a long way to affect his or
her reading skills.

Activities to Improve Reading of Pupils

Zaner (1980), provides some recommendations on the effective measures to be taken
in other to build upon reading abilities of children using a pre-reading bases. As
mentioned previously, the logical thinking component of problem solving is closely
related to reading ability.
Signes (1979), suggested that direct introduction to natural experiences or
controlled circumstances in which logical thought is developed are likely to enhance
later reading ability. Similarly, Sawyer (1975), indicates that a child who learns to
recognize individual words as basic unit of communication is better prepared to begin
reading than the one who cannot identify the boundary of a spoken or written word.
Montgmery (1977), describes an assessment tool and instructional procedures based
on pattern which consist of the strokes of the printed alphabet. Children who were

20

trained with pattern of words recognition materials were reported to have improved
significantly in reading performance. The teachers should therefore make an effort
to design and use instructional materials as well as employ reading methodologies
that accommodate childrens perpetual learning abilities (Gilberg and Gilberg, 1973)
Other measures to improve reading performance may include teaching children how
to discriminate among letters, numerals, words and pictures. Therefore per this
method, the child must know how to use a printed material to tell which part of the
material is the back, where a line of print starts and /or ends, and how one page leads
to another.
Oliver and Boyd (1986), also emphasized that in practice, it is necessary to consider
the treatment of reading inability are recognized, it may be necessary to consider
general curriculum and organizational issues as well as the problem of individual
pupils. In some schools, what is taught and how it is taught inhibits rather than
encourage Language development. Reading problem proliferate and remedial
measures are ineffective. Some change in content to teaching and in the quality of
the classroom relationship must accompany remedial action.
Secondly, some accepted strategy for classroom action needs to be established. One
useful approach is to isolate short - term objectives for individual or small groups of
pupils. These goals should be defined and attainable within one or two weeks.

Constraints of Teaching and Learning of Reading

Some of the problems that cause the low reading ability in the Fiji pupils according
to Anderson and Urquhart (1972), included lack of suitable literature for children in

21

the school, nature of English Language teaching programme in the elementary school
and home back ground factors which accounted for over a third of the variance. It
was observed by Anderson (1972) that, children from homes where parents are well
educated, where socio economic level was high, where there were many books in the
home and where parents took interest in their childrens school activities read English
with greater comprehension.
Smith (1990), contributes to reading problems by asserting that lack of parental
involvement in developing good reading habits in the classroom and children. As
quoted by Miller (1986), if a child sees a parent reading regularly for example,
learning to read becomes important to the child because the most important person
in the world reads.
Smith explains that parental involvement helps children learn more effectively and
teachers who are successful at involving parents in their childrens school work are
successful because they work together.
Ijioma (1981), also identified some of the factors which may cause a child to be a
low starter or unable to read at first as, poor ability, ill heath, malnutrition, fatigue,
overwork, lack of concentration, deprived home, background tension, emotional
disturbances and mother tongue inferences.
Edward (1978), on his part called out the following as reading problems, insufficient
sight vocabulary, inadequate visual analysis skills, inadequate comprehension skills,
inefficient rates of reading.
According to Edward (1978), these problems emanate from the following factors
lack of experiential background, lack of incentives, limited reading experiences.

22

Overuse of the alphabets and phonic methods in beginning construction and small
speaking vocabulary.
In this sense, it could be noted that geographical location affects pupils reading
ability. Also, poor parental guide, lack of suitable literature and emotional
disturbances contributes to reading deficiencies in pupils.

Solutions to Reading Difficulties

Ijioma (1981), advocates for the use of visual aids and activities to explain action
words.

He also recommends that words and sentences should be introduced

gradually with a lot of repetition. Again, pre reading exercise like left to right eye
movement, picture sequence in simple stories, writing patterns which help children
to move their eye in the right directions and the use of the alphabets should be
emphasized.
He further recommends the use of pre reading games saying that before children
can recognize words, they must be able to recognize and identify pictures. He
proposes that, they need to learn how to recognize picture fit together, two similar
objects and how to concentrate. Examples of such games are making use of picture
cards, picture dominoes or alphabet dominoes and memory games.
In this vein, one may not know that reading being a basic skill is open to a dozen of
constraints. Many experts in the field have expressed their view on probable causes
of reading problems as well as appropriate measures to deal with them.

The Role of the Teacher in Promoting Reading Habits among Pupils

23

Tsadidey (2002) advocates three activities on the part of the teacher for the
improvement in the reading ability of pupils.
In the first activity, the teacher makes a collection of a host of objectives such as
bottle tops, buttons and stencils of letters of the alphabets or various geometrical
shapes. The items shall be differentiated by size, colours and shape. The child is
given the box containing the assorted items according to their kind; for example, if
the bottle of drinks, the child could be asked to sort out any group the kind of marks
to help the child make the grouping. This activity aids to develop reading ability in
the child because it provides the much needed training in visual discrimination. The
ability to tell one size or colour from another will prepare the reader to be able to
state the differences existing among the various shapes of the letters of the alphabet.
The next activity is story telling in pictures. In this activity, a series of pictures are
prepared by the teacher and arranged to show some kind of logical connection to one
another so that, somehow, a beginning and an end can be seen. The pictures are then
pasted along the walls for pupils to see. Naturally, their curiosity will make them
move from one pictures to the other so that they can easily practice reading.

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CHAPTER THREE
METHODOLOGY
Research Design
Research design refers to the process of learning and structuring the format of the
research to draw out valid and reliable information. There are various types of
research but the design used in this study is Action Research. The Action Research
is defined by Manion (2001) as the essentially on spot procedure designed to deal
with a concrete problem located in an immediate environment.
Some of the reasons which again compelled the researcher to use the Action Research
are as follows;
It helps to provide teachers with the opportunity of acquiring a better understanding
of all aspect of their own practice.
It helps the researcher to understand what actually goes into teaching and identify
the right teaching and learning materials.
Despite the strength of the research work stated above, it has lapses. One of the
problems in action research is time factor. Another problem is the insufficient
resources to cover a large number of respondents.
To carry out an action research, there are certain materials which need to be
purchased and without money the project will be difficult to be carried out.

25

Population and Sample Selection

The total number of pupils in Changnayili AME Zion Primary School is four hundred
pupils and twenty-six (426). The total population for this study was Class Four
pupils. Due to the higher cost involved in conducting the study, coupled with short
time available for research study, a random sampling technique was used to select
twenty-eight (28) were picked to obtain a description of population characteristics
without observing all of the population values.

Research Instruments
Questionnaire was the only instrument used to gather data and all the three (3) set of
questionnaires were designed (that is one for each group of person) some items were
devoted to get personal data of respondent. The rest of the items were devoted to
gathering information related to topic of the study. A copy of the questionnaire can
be found in the Appendix A-C

Data Collection Procedure

The researcher personally administered the questionnaire to the respondents. The
primary three pupils were allowed to fill the questionnaire themselves. The answered
questionnaire was collected within a day. Pre-test was used in gathering information
from the pupils. A (word puzzle game) was chosen for primary three pupils to
answer. The scores for the pre-test were not encouraging. But after the intervention,
the result of the pot-test as compared to the pre-test was very encouraging. The word

26

puzzle game, work samples of the pupils and scores obtained by the pupils are shown
in Appendix D, E, and F respectively.

Intervention process
The process of intervention covered pre-intervention, intervention and post
intervention.
Pre-Intervention
Test on word puzzle game and dictation was conducted among the twenty-eight (28)
pupils of Changnayili AME Zion Primary School basic four. The pupils were to
encircle the words given to them on the word puzzle game and after that spell the
word they have encircled. The test was scored out of ten (10). The duration for the
test was thirty (30) minutes. Meanwhile, questionnaire were administered on the six
(6) teachers, six (6) parents and twenty-eight pupils of Changnayili AME Zion
Primary School basic four to find out their views on the causes of pupils inability to
read simple sentences.

Intervention
Findings from the intervention prompted the researcher to adopt new methods of
teaching English reading for learners to be able to read affectively and coherently,
and also to be actively involved in the lesson. More emphasis is placed on the use
of language games to help check pupils reading inability. During the first lesson of
the 4th week the researcher shifted attention to the use of language games, which are
activities designed by a classroom teacher to help solve pupils reading difficulties.

27

During this lesson, the main focus was on how to help pupils to recognize and to
pronounce word correctly.

The Word Puzzle Game

Preparation of the Game

The preparation of the word puzzle game requires the following tools and materials
Tools: rule, pencil, felt pen, cutting knife
Materials: cardboards

Steps in Preparation
The first step was to rule a magic of 2cm along the edges of the cardboard and divide
the length of the cardboard into equal parts with a felt pen and ruler.
The last step was to write the alphabets forming the words in the boxes

Rules of the Games

i.

Pupils are divided in to five groups

ii.

Each pupils given a sheet of the word puzzle games

iii.

Time is allocated for the game

iv.

A prayer starts the game by encircling the word

v.

The first group to encircle the correct word becomes the winner.

28

How to Play the Game

The game is in three rounds the first, the word that is to be used for the game is
written down on the chalkboard.
Each member of each group is ask to search for those words by encircling each word.
Any child who is able to finish finding the words first becomes the winner.
Then he/she is ask to pronounce all the rest.
For round two, one group pick a word and mention it to the rest of the groups. Any
group which is able to search for and find the word first also becomes the winner.
For the last round, a word is written on the chalkboard and a question is ask to
pronounce the word and also to search for it on another sheet. The game is ended by
summarizing it to pupils and announcing the winner.

29

30

Phonic Method
Preparing Pupils to Play the Game
Before pupils were able to play the game, they were taken through the following
activities, sound of the alphabet. The pupils were made to know the vowel and the
consonants.
Vowels: a, e, i, o, u
Consonant: b, c, f, g, h, j, k, l, m, n, p, r, s, t, v, w, x, y, z.
Sounds of the alphabet
Sound of the alphabet were taught to pupils /a/, //, /e/, /i/, /o/, /u/ words that could
be formed under each alphabet and its sound were written down for pupils to observe
and say them.
//, - eg. Ball, cull, hall, tall
e - // eg. Bed, cell, debt, fell, wed
o - // eg. Dog, not, hot, rot, lot, lot, for
u - // eg. Bat, rub, must, shut
u - // eg. Burn, turn, turf.
Sion - /s/ eg. Comprehension, decision, precision
ture - /ts/ eg picture, adventure, venture
wh - /w/ eg what, where, white, who, whose, when, wheel.
ph - /f/ eg. Graph, telephone, elephant.
ch - /ts/ eg. Children, child, church, challenge, chapter, chase, change, cheese,
water, which, each.
Such - // eg. Pleasure, pressure, treasure, measure

31

I - /ai/ eg. Bits, abide, cite, nine, ripe, bright, eight, give, later, rice, mind, kind

Post Intervention
After two weeks a post-test was conducted to assess the pupils as to how far the game
had been able to remedy the problem. The test was conducted in the form of dictation
which was marked over ten. Words used included: meet, camp, winter, chew, wide,
ram, knife, zoo, net, flag, egg, men, ten, mat, hand, come, pot, cat.

32

CHAPTER FOUR
DATA ANALYSIS
The previous chapter describes the research methodology comprising of research
design, population. Sample and sampling procedures, research instruments used,
procedures used in collecting data and analysis.
This chapter presents the results analysis of data obtained from the respondents on
how language is used at the primary level. That is, it entails the analysis collected
from the finding. Connection with the questionnaires given to them. The data
obtained has been analyzed and presented into two (2) sections. The first section
deals with an overview of statistical procedures and results by research questions and
objectives, whereas the second section deals with other findings and an overall
summary of the chapter.
The results were presented on a table and interpreted. Each finding is based on the
research for the study.

33

Research Questions 1
What are the causes of Changnayili AME Zion Primary School English reading
disability?
Table 1: Factors leading to Pupils inability to read
Factors

No. of Respondent

Lack of reading books

Inability

to

mention

16

Percentage (%)
53.33

words

properly when reading

Inadequate teaching and learning

26.67

6.67

13.33

30

100

material
Lack of exposure to the language
Total

The item of the questionnaire was asking pupils some of the factors that hindered
pupils from reading properly. Sixteen (16) pupils representing 60.0% said lack of
reading books is the main cause. Inability to mention words properly when reading
was chosen by 8 pupils representing 26.7% of the pupils. Two (2) pupils said one of
the factors hindering pupils from reading activities was inadequate teaching and

34

learning materials and four (4) pupils said lack of exposure to the language was
chosen by 6.7% representing four of the pupils.
Research Question 2
Are the teachers interested in the use of language games to solve the reading
difficulty of their pupils?
Table 2: teachers who use language games
Interest
Male

No. of Respondents

teachers

language

games

often

use

in

their

Percentage (%)

13.3

24

80

6.7

30

100

English lessons
Female teachers use language
games
Old teachers use language
games
Total

The item of the questionnaire was asking pupils to choose from the options the
interest of the teachers in using language games to help solve reading inability of the
pupils. In responding to this item, four pupils representing 13.3% said teachers often
use language games in teaching English lessons.

Twenty-four (24) pupils

representing 80% were of the view that female teachers involve language games in
35

their lessons. Lastly, two (2) pupils also said old teachers use language games
representing 6.7%.
Research Question 3
How should the language game activities be used to improve the English reading
skills of the pupils?
Table 3: activities involved in using word puzzle
Activities

No. of Respondents

Use appropriate materials for

Percentage (%)

13.3

6.7

24

80

30

100

language games
Involving

pupils

in

the

language games
Lack of exposure to the
language
Total

In responding to the items of the questionnaire, two (2) pupils representing 6.7% said
that the effect of reading inability on pupils academic work is high. Five (5) pupils
representing 16.7% said pupils cannot write effectively.

Eight (8) pupils

representing 26.7% said that pupils cannot read and understand lastly fifteen (15)
pupils were of the view of that pupil reading inability results in poor performance of
the pupils.
36

The second parts of the chapter deals with sample of pupils work selected for the
study. Overall, six (6) samples were selected for marking. The table below depicts
their marks at the pre-test level.
Table 4: Performance of Selected Pupils in Pre-test
Names of Pupils

Age

Marked score

Mark (%)

Abubakar

12

5/10

50

Musa

13

3/10

40

Tutu

12

5/10

35

Alijata

13

2/10

30

Agyeiwaa

11

4/10

40

Zulaiha

12

10/10

50

Average marks = 5 + 3 + 5 +2 +4 +10

6
=

29
6

= 4.83
The table above indicated that marks of sampled pupils selected for the study.
According to the table six (6), three (3) boys had 5/10, 3/10and 5/10 respectively which
represents 41.7% of the total marks. Also the three (3) girls selected had 2/10, 4/10
37

and 10/10 respectively, representing 40% of the total marks. In each case the marks in
percentage was not encouraging. The implication of the marks obtained by the pupils
was that, the pupils are unable to read neither the questions nor the passage. Their
inability to read effectively affected their understanding of the passage negatively.
Again, this problem came into being as a result of the fact that teachers do not involve
language games in their English lesson to help check pupils reading difficulties.
Table 5: Performance of the pupils in post-test
Names of pupils

Age

Marked scored

Marks (%)

Abubakar

12

9/10

95

Musa

13

6/10

75

Kwabi

12

7/10

85

Halijata

13

8/10

90

Agyeiwaa

11

8/10

90

Zaliaya

12

10/10

100

Average marks = 9 + 6 + 7 + 8 + 8 + 10
6
48
6

=8

38

The table seven (7) indicates the results of the pupils after the post-test. According
to table 5, girls selected scored 10/10, 8/10 and 8/10 respectively, representing 93%
of the total marks whereas the boys also had 9/10, 6/10, and 7/10 also representing
90% of the total marks scored. The implication of the marks scored by pupils after
the post-test is that the intervention taken by the researcher by using language games
in his lessons helped check the pupils reading difficulties. Hence, they had perfect
understanding of the same passage which reflected in their performance in the
passage.

Analysis of results
The bar graph depicts the marks of the pupils at the post-level and it is obvious that
these marks obtained by the pupils exceed that of the marks of the pre-test. This
shows that when pupils are taught well with good lesson plans and well planned
teaching aids, it improves the pupils performance it tots. That alone was able to
make one person score 100% which was encouraging.
In view of this, the researcher was able to find answers to the questions presented in
research questions. The researcher made some observations to parents, teachers and
pupils. The main problem pupils encountered is sentence reading which most of the
pupils despair during English lessons on the issues of materials used in language
games. The teachers made used of the following materials, letter cards, sentences
cards, word cards and phonic card just to mention a few.

39

The researcher observed that, when language games were used, the whole class
participated in the lesson which made lesson lively and interesting. The teachers
realized that the use of games are tedious, hence they are not interested in using them.
This however does not mean that the do not use them at all. The teachers gave
relevance of the language games and paramount among them was they create
opportunity for pupils to practices the new structure and vocabulary item taught.
Language games lead to spontaneous and creative use of language. It brings teachers
and pupils do together in an agreeable way which helps case the process of teaching
and learning.
The teachers also added that when language games are used in a lesson, there is fall
participation on the parts of the pupils. The parents said that teachers should help
their wards to be able to red since reading is the gateway to all other subjects.

40

CHAPTER FIVE
DISCUSSION OF RESULTS, CONCLUSION AND RECOMMENDATION
Introduction
This is the last chapter of the action research and it deals with the summary,
conclusion and recommendation for this project.
Discussion of Results
The problem of the study was on the reading difficulty of primary school 3 pupils of
Changnayili AME Zion Primary School. The aim of the study was find a remedy to
improve upon the reading inabilities of pupils. Intervention was developed to
improve upon the identified problem. Various teaching activities and materials were
used to teach pupils to improve upon their reading inability.
The major concern which the study looked at was the use of language games to solve
reading comprehension difficulties and the materials used in preparation of those
language games. The study reveals that most teachers, especially the aged are not
interested in the use of language games and so do not often use them in their English
lessons, based on the problems and the objectives of the study, the following findings
were made from the analysis.
It was realized that the use of games is effective in solving reading comprehension
difficulties. Also few teachers were found to be interested in the use of language
games. Despite that, female teachers also use language games more often as against
their male counterparts. Some teachers who are not interest in the use of language

41

games explained that it wastes or consumes time especially if the materials are to be
prepared in the classroom.
The study also indicated that parents have come to realized the essence of education
and know its benefits to individuals. Thus, they encouraged their words to learn at
home.

Parents have also realized that education helps individuals physically,

psychologically to overcome certain danger in future.

Shortcomings of the research design are the teaching and learning materials needed
for the games. Moreover, for the language games to be used judiciously, it needs
experienced teachers who are well versed in the teaching of English language. The
teaching materials needed for the games are limited in supply and those available are
expensive. Some teachers are also not interested in the use of language games.
The researcher also pinpointed how in the findings, patents were able to answer all
questions they were asked except that some thought they should be given some token
for that.

Pupils also answered questions excellently and teachers too, except that

some did not want to disclose their ages. In the case of measurement of issues, the
instruments used were the questionnaire, fact and exact answers are needed that is
Yes/No. Also the researcher did not encounter any statistical problem except that
the total population which was assured to be part of the researcher was mere dream
as only few took part of it and all assumptions were met in good faith.

42

Conclusion
From what has been said so far, when these suggestions recommended are practiced,
there will be a general improvement in the teaching and learning of reading
comprehension of pupils and poor reading will be minimized if not totally eradicated.

Recommendations
One very good and essential thing worth saying is the careful selection and the use
of good materials as reading plan must be considered before the child is taught. The
following are suggestions intended to be of interest to the child. It must provide
lively stones which are based on the childs experience little knowledge they have.
As usual children like listening to fancy stories as it helps them to cultivate the habit
of reading further for information. The vocabularies which are to be taught must be
well selected and treated. That is the vocabularies used in the early stages should be
within the level of the child. This will help the child to combine words chosen for
reading must be within the ability of the pupils.
The introduction of the new words must be carefully controlled and frequent
repetition of words must be encouraged to secure easy memorization of words by the
average child.
Also the book should be attractive to the child and illustrations must be clear and
helpful to the reader of the test.

43

REFERENCES
1. Adeloya & Arua (1997), A survey of the reading interest and reading abilities of
children in some schools in Sierra Leone, West African Journal of Education
Volume 3 number 3.
2. Adu Gyimah (1996), Topics In Life Skills for Senior Secondary School, Yamans
Paper Production, Accra, Ghana.
3. Akinbade, K. (2007), Gateway to English for Primary School (Pg 62).: Sedco
Publishing Limited.
4. Anthony (2004), Teaching Ghanaian language and culture, Winneba: University
College of Education Press Ltd.
5. Bond and Thinker (1973), Beginning Social Work Research, Boston: Allyn and
Bacon.
6. Brunner, J. S (1957) on perpetual Readiness. New York: Longman Publishing
Group.
7. Bryant, Peter and Lyneter, B. (1985). Childrens Reading Problems. London, Basil:
8. Cape Coast: University Press.
9. Chihemen (2007) Developing pupils reading ability, London: MacMillan
Education

Limited.

10. Dakubu M. E. K (1997) English in Ghana Accra, Accra, Block Mask Publishers.
11. Dike, J. (2006) Teaching English in the Basic School. Accra: McMillan Publishers
12. Farr, B. (2001), A proposal for teaching spelling (3rd edition) Hong Kong:
Longman Press Ltd

44

13. Farrant J S. (1996), Fundamentals of Basic Reading Instruction. New York: David
Mokay Company Inc. USA.
14. Folaranmi, K. (2007) Toward a Psychology of Reading, Hillsdale: Lawrence
Erbaum
15. Gates (1947), Improving reading Institution, New York: Harcourt Bruce and
World Inc. USA.
16. Gilberg and Gilberg (1973) Toward a Psychology of Reading, Hillsdale: Lawrence
Erbaum Horn (1937), Becoming a nation of Readers. Canada: Addison Wesley
Publishing.
17. Krashen (1993). Reading as the ability to look at and understand something.
San Francisco: MacMillan Company
18. Johns K. (1980) Simulating, games for learning. London: Cambridge University
Press.
19. Lawal (1988), Ten steps to improving reading skills. New Jersey: Townsend
Press. Longman
20. Montogmery (1977), Close Procedure and the Teaching of Reading, Landon:
Hellman New Jersey: Townsend Press.
21. Ojo (1993), Teaching English in the primary school, London: Macmillan
Publishers.
22. Oliver and Boyd (1986), reading in todays schools, Robert Stevenson House 1-2
B Axters Place of English.
23. Oyetunde, E. (1986). Survey of research methods. California: Wadsworth
Publishing Company.

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24. Signes. E (1979), Becoming a nation of Readers. Canada: Addison Wesley

Publishing Company Inc.
25. Smith et al. (1976), understanding reading, 1st edition, New York: Longman Press
Ltd.
26. Tsadidey, S.W.K (1993). The principles and practice of English LanguageTeaching,
27. Unoh & Oyetunde (1986), Teaching children to read. New York: The Roland Press
Company.
28. Willinsky, (1950), Teaching child to read. New York: Roland Press Company.
29. Zaner, B. (1980), Beginning to read, Thinking and learning about print.
Massachusetts: The MIT Press.

46

APPENDIX
Questionnaire for Teachers
The information being sought for an academic research works and has no legal implication
whatsoever. Any information given would be treated with the highest degree of confidentiality.
Feel free to respond to the questions as sincerely and objectives as possible. Instruction:
Underline the appropriate one
Section A
I would be glad if you could kindly responds to the questions below.
(1) Can lack of reading book lead to pupils inability to read?
Yes [

No [

(2) Do you have reading materials in your schools?

Yes [

No [

(3) What activities do you use during reading lessons?

Yes [

No [

Section B: Effects of pupils inability to read

(1) Do pupils spell words effectively?
Yes [

No [

(2) Can pupils answer comprehension questions

Yes [

No [

(3) Can pupils express themselves correctly?

Yes [

No [

(4) Does pupils reading inability affect their performance?

Yes [

No [

47

Section C: Measures to improve upon pupils reading

(1) Will the introduction of reading games improve pupils reading skills?
Yes [

No [

(2) Will varying teaching methods encourage pupils to read frequently?

Yes [

No [

(3) Can pupils performance in reading be improved by using appropriate teaching and learning
materials?

48