TITLE PAGE:

Predominant factors contributing to low reading abilities of pupils at Elsie Lund Basic School in the
Tamale Metropolis, Ghana

I. Mohammed and Ofori Amponsah

University for Development Studies, Ghana.

Accepted 24 October 2018

ABSTRACT:

The aim of this study was to investigate the main factors leading to low reading skills among students at
Elsie Lund Primary School in Tamale Metropolis, Ghana. A one-to-one interview with 12 teachers were
conducted. Data analysis show the factors that contribute to their low reading skills. Several implications
to improve reading skills.

lack of confidence, support, materials, and programs

having students read cooperatively, parents and the school provide them reading materials, parents
reward their children to improve their reading skills, organization of school competitions, and in-service
trainings for teachers to better understand phonemic awareness.

INTRODUCTION:

LITERATURE REVIEW:

METHODOLOGY:

This research used a qualitative case study design and was conducted using a face-to-face in-depth
interview. The time frame of the study was from August 2016 to March 2018. Using the Purposive
sampling technique, a total of twelve classroom teachers at Elsie Lund Basic School were scheduled for
an interview session. Participants were assured of confidentiality in the study's findings. Data was
analyzed thematically.

RESULTS:

The data shows that the following are the main factors leading to low reading skills among students:
inadequate confidence level of pupils, poor motivation given to pupils to stimulate their interest in
reading, lack of pre-reader books in school and at home, low phonemic awareness skills of pupils, and
teacher inadequate knowledge on teaching phonemic awareness skills.

DISCUSSION:

Inadequate confidence level of pupils

The study found that students' lack of self-confidence was a factor that greatly affects their daily reading
skills in school. These findings can be connected to a study by the National Academy of Sciences (2018)
which says that the major bridge into a striving reading skill and performance of a student is their self-
confidence and motivation to persist. American Library Association (2018) also highlighted that
confidence is the primary key to child’s ability to read.

Poor motivation to stimulate pupils’ interest in reading

It was discovered that teachers and parents failed to ignite students' interest in reading; therefore,
students' drive to learn to read is insufficient. These findings can be related to a study by Lyon (2000)
which says that children who have literacy experiences since birth are better in reading and
comprehension than children who lack the encounter.

Lack of pre-reader books

The study also discovered that the lack of reading materials also contributed to the low reading ability of
students. To back up this finding, Lyon (2000) said that insufficient reading books may result in children
having reading difficulties.

Low phonemic awareness skills of pupils

The study found that students lacked understanding of how to mix sounds with words, and there was
evidence that their ability to read words fluently was disrupted. To confirm this finding, Joseph (2018)
stated that being unable to understand phonological characteristics of language is the most typical
cause of difficulty in learning early word reading abilities and Lyon (2000) also highlighted that students'
deficiencies in the development of phoneme awareness abilities have a significant impact on their
reading ability.

Teachers’ inadequate knowledge on phonemic awareness strategy

The study found that language teachers in schools were not prepared to teach reading lessons in the
classroom and lacked expertise in how to teach phonemic awareness skills. To back up this finding, Both
Lindner (2008) and Njie (2013) agree that language instructors' poor teaching techniques and lack of
exposure to reading skills in class are one of the reasons why students struggle with reading.

CONCLUSION:

pupils’ perception of their ability or self-confidence is the central mediating construct of their
achievement strivings in reading.

Despite the importance placed on early identification of reading difficulties in pupils and despite the call
for language teachers to implement strategies meant to help pupils become fluent readers, at Elsie Lund
Basic school in the Tamale Metropolis, there are pupils who struggle to read fluently as a result of being
lazy, not being able to make reading a fun and pupils lack of interest in learning how to read. The
additional factors that do contribute to the pupils’ low reading ability in the school include: inadequate
confidence level of pupils to read in class, inadequate motivation from teachers and parents to inspire
pupils to read and the lack of pre-reader books and other reading materials in the school. Low phonemic
awareness skills of the pupils and teachers’ inadequate knowledge on how to teach pupils phonemic
awareness skills in class also greatly contributed to the low reading ability of the pupils.

Despite the emphasis on early detection of students' reading difficulties, and despite calls for language
teachers to implement strategies designed to help students become fluent readers at Elsie Lund Basic
School, there are still students who struggle to read fluently as a result of being lazy, not making reading
fun, the student’s lack of interest. The additional factors that do contribute to the pupils’ low reading
ability in the school include: lack of confidence, support, materials, and programs.