UNIVERSITY OF CAPE COAST

INSTITUTE OF EDUCATION

USING ‘LOOK AND SAY’ METHOD TO IMPROVE THE READING CAPABILITIES OF

PUPILS IN KASSEH JUNIOR HIGH SCHOOL

KALEWE CYRIL MAKAFUI KWAME

ADA COLLEGE OF EDUCATION

2008
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 UNIVERSITY OF CAPE COAST

INSTITUTE OF EDUCATION

USING ‘LOOK AND SAY’ METHOD TO IMPROVE THE READING CAPABILITY OF

PUPILS IN KASSEH JUNIOR HIGH SCHOOL ONE ‘A’

BY

KALEWE CYRIL MAKAFUI KWAME

OF

ADA TRAINING COLLEGE

A PROJECT WORK SUBMITTED

TO THE INSTITUTE OF EDUCATION

OF THE FALCULTY OF EDUCATION, UNIVERSITY OF CAPE COAST

IN PARTIAL FULFILMENT OF THE REQUIREMENTS

FOR THE AWARD OF DIPLOMA

IN BASIC EDUCATION

JULY, 2008
CANDIDATE’S DECLARATION

I hereby declare that this project work is the result of my own original research and

that no part of it has been presented for another degree in this university or elsewhere

Candidates Name……………………………………………..

Signature………………………

Date…………................

SUPERVISOR’S DECLARARTION

I hereby declare that the preparation and presentation of the project work were supervised in

accordance with the guidelines on supervision of project work laid down by the University of

Cape Coast

Supervisors Name…………………………………………..

Signature……………………………………

Date……………………………
 ABSTRACT

A sample size of (40) pupils in Form One ‘A’ of the Kasseh Junior High School was used.

Research instruments employed were the observation and the oral interview. These

instruments were used to obtain the possible data needed for the research. Data was analyzed

using statistical tables and charts.

The results indicated that pupil’s behavior in class, translation of English language into local

dialect; poor teaching materials and the use of local dialect during instructional hours were the

paramount causes. This reason has created an inconvenient atmosphere constituting to pupils

inabilities to read. The look and say method proved very useful to help in the eradication of this

problem.

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 ACKNOWLEDGEMENT

First of all I would like to acknowledge God the father almighty for his grace.

Secondly I would like to acknowledge my supervisor Mr. Alwyn Ankrah for his

dedication, corrections and support.

I would also like to thank Rev Dennis Opoku for his support; this would not have been

complete without his support.

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 DEDICATION

This research work is dedicated to my Mum Bertha Dagadu for her love, care and

support through the years.

I would also like to dedicate this work to Kwakumey Pearl for Her care and support.

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 TABLE OF CONTENTS

ABSTRACT

AKNOWLEDGEMENT

DEDICATION

LIST OF TABLES

CHAPTER

1. INTRODUCTION

Background to the Study

Statement of the Problem

Purpose of the Study

Research Questions

Significance of the Study

Delimitation

Limitation

Organization of the Study

2. REVIEW OF RELATED LITERATURE

3.

4. METHODOLOGY

Research Design

Population and Sample Selection

Research Instrument

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 Pre-intervention: Data collection/analysis

Intervention

Post-intervention data collection

Data Analysis Plan

4. RESULTS, FINDINGS AND DISCUSSIONS

5. SUMMARY, CONCLUSION AND

RECOMMENDATIONS

REFERENCES

APPENDIX

v
 LIST OF TABLES

Table 4.1 Community’s perception towards Education

Table 4.2 Community’s regard towards English Language

Table 4.3 Older generations help for pupils to study English (Reading)

Table 4.4 Reasons for Pupils in ability to read English Language

Table 4.5 Activities which enhanced poor reading skills

Table 4.6 Pre-intervention outcomes

Table 4.7 Pre-intervention outcomes

Table 4 .8 Post- intervention outcomes

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 CHAPTER ONE

INTRODUCTION

Background to the study

Traditionally speaking, English could be said to be the language of the white man.

Specifically it is the language that is native to England. But now, many countries and people all

over the world have in one way or the other been compelled by circumstances to adopt English

as a national language.

In Ghana, our fist contact with English language took place at the same time that formal

Education was introduced by missionaries of English origin. Since then English language has

been of immense benefit to us in our peculiar Ghanaian situation.

In Ghana, English is the official language of the administrative machinery of the law, of the

national press and even of commerce. Above all these, English is the language of education

starting as a subject on the time table for the first three years of formal education and thereafter

becoming the medium of instruction. This policy has changed since May 2002, making English

the medium of instruction at all levels of formal education in Ghana. Without English there is

no doubt there would be very little formal education, beyond the very elementary levels in

Ghana.

In addition to all these English being an international language provides us the only

means and opportunity as at now of communicating with the outside world. Inside Ghana one

of the surest ways of going around the country without having to face linguistic barriers is with

knowledge of English language –no matter how small.

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 Kasseh Junior High School the researcher’s school is located in Kasseh. Kasseh is one

of the few communities in the Dangme East District of the Greater Accra Region, which is

gradually developing into a district of its own.

About six thousand people are living in Kasseh. The most dominant tribes at Kasseh are

the Adas, Ewes and Akans. The people of Kasseh are mostly farmers who cultivate cassava,

millet, tomatoes, water melon and pepper. Others who are also in the livestock industry rear

chickens, pigs, sheep, goats and cattle on a small scale. Most women engage in trading. Market

days at Kasseh are on Tuesdays and Fridays, where market women, school children either go to

sell or buy wares from other traders coming from all over the country. The people in the

community do not take education seriously. Most of them think education is a sheer waste of

time.

During the researchers practice a series of reading programmes were organized under

the auspices of the researcher at the Kasseh Junior High School. Most form one pupils

performed badly. This unfortunate situation prompted and propelled the researcher to undertake

the investigation from a pragmatic perspective to remedy such deficiency by encouraging a

realistic and discipline approach. This is to enable pupils gain enrichment in reading and have

adequate control over the language.

Statement of the Problem

Reading is very important in the educational achievement of any child’s life. In my

English lessons I realized the pupils could not understand and read simple sentences. Poor

reading which pupils exhibited was realized by the researcher severally during comprehension

and dictation lessons which has to do with spelling. Most pupils hesitate in reading since they

2
were not able to distinguish words at the initial, medial and final stages that would enable them

get the words and pronounce them. All this led to the inability of pupils to read well.

Purpose of the Study

Naturally the tool for communication is language. Language must be given the

necessary attention to aid communication locally, regionally and internationally. This means

that an aspect of English language is gradually crumbling to pieces and the researcher deem it

fit to examine this unfortunate situation at the Kasseh Junior High School Form One ‘A ‘ and

apply a variety of methods to improve the pupils ability and skills in reading. This aims at

enriching pupil’s abilities to differentiate and distinguish one word from the other. In this light

the researcher will bring together strategies and techniques to enhance Kasseh Junior High

School Form One ‘A’ students skills to read a better one.

Research Questions

Learning promotes growth which is a continuous and sequential process. Therefore an

investigation into the problem of reading must generate curios questions that will guide the

study for successful results. The under listed statements are the research questions to guide the

study.

1. What is the perception of the Kasseh community towards education?

2. What are the views of the Kasseh community with respect to English language?

3. What is the educational background of the pupil’s parents?

4. How does the older generation of the Kasseh community help pupils to study English

(reading)?

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 5. What are the causes of Kasseh junior high form one A pupils inabilities to read in

English?

6. What are the activities within the look and say method that will enhance the skills of

pupils in Kasseh junior high form one A students to read in English?

7. How should the activities of the look and say method be used to promote Kasseh Junior

High School Form One ‘A’ pupils abilities to read in English?

Significance of the Study

English language is a universal language which aids communication therefore, it must

be focused at critically and particularly in Kasseh Junior High school. Reading is a basic life

skill of every child. Concentration should be emphasized on reading to avoid the current

problems in reading and English language as a whole.

This research aims at enhancing Kasseh Junior High Form One ‘A’ student’s

knowledge in reading English language with an improvement on syllabic works from the upper

primary.

This should thus interest young and future researchers to conduct more investigations

into the problems surrounding English language as a subject. This should be done from

different angles so as to bring to light, an improved and excellent way(s) of meeting the

standard modern trends in the educational system.

4
 Limitation

This research encountered few problems. The first problem encountered was that the

folks of the town were not ready to co-operate with the researcher.

Some of the pupils did not take the assignments given them by the researcher seriously.

Delimitation

Every investigation into a particular problem must be carried out on specific areas of

coverage. This means that once a problem has been identified in a particular school; and a

specific class, the processes, methods, techniques, strategies, teaching and learning materials,

related literature, methods of collecting data and the intervention processes used must be

carried out within the scope of the study.

This means that the problem identified by the researcher thus, poor reading skills which

was exhibited by pupils of Kasseh Junior High School Form One ‘A’ pupils was limited to the

Kasseh community and only the form one A students are involved. This gives the scope of the

study thereby specifying authentic areas of work.

Organization of the Study

This project research piece has been structured exposing brief overviews of the

chapters. It gives gist of the chapters to pre inform the reader on what to expect when reading.

In this research the guidelines as laid down by the Institute of Education, University of

Cape Coast reveals that the chapter one gives the introduction to the research. In the

introduction, a brief background is given to the problem identified. The problem identified is

5
stated thus what prompted the research. Then comes the purpose of the study. The significance

of the study contribution for improvement in the near future is given. This is followed by the

delimitation, covering the scope of the study and limitation spelling out likely problems to be

faced during the proceedings of the study.

In chapter two a review is conducted on what has already been written on the research

topic classifying how weakness must be addressed to suit the present trends and also

highlighting summaries of the main points.

In chapter three the methodology of the research is displayed through the research

design, population and sample selection, research instrument intervention procedure,

techniques for data collection and data analysis plan.

Chapter four exposes the presentation and analysis of data collected. It also highlights

the summaries of the chapter.

Finally chapter five consists of summaries, conclusion, and recommendation and

reference materials.

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 CHAPTER TWO

REVIEW OF RELATED LITERATURE

This chapter discusses various researches views on reading. These researchers

discussed circumstances surrounding the aspect of reading through methods, effects, strengths,

weaknesses and ways of enjoying reading.

Definitions of reading

Terry D. Johnson (1973), defines reading as the interpretation of printed or written

symbols into speech or its mental equivalent. He said that teaching reading involves

consideration of the nature of the child, the goals to be attained and finally the method and

materials required to attain those goals.

Simone Greenal and Michael Swan (1986), defines reading as the ability to read

accurately and efficiently and to understand as much of the passage as you need in order to

achieve your purpose.

Richard C Anderson (1985), said in his book that “reading is a process in which

information from the text and the knowledge possessed by the reader act together to produce

meaning”.

Theodore L. Harris and Richard E Hodges (1995), said reading is “a sampling,

selective, predicting comparing and confirming activity in which the reader selects a sample of

useful graphic cues based on what he sees and what he expects to see.

Rudolph Flesh (1955), He said reading means getting meaning from certain

combination of letters. Teach the child what each letter stands for and he can read.

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 Lawrence E Hafner and Hayden B Jolly (1982), They said reading is a process of

looking at written language symbols, converting them into overt or covert speech symbols and

then manipulating them so that both the direct(overt) and implied(covert) ideas intended by the

author may be understood.

Robert Karlin teaching elementary reading (1980), in his book said reading is thinking

and reconstructing the ideas of others.

Miles A tinker and Constance M McCullough, (1975), they said reading involves the

identification and recognition of printed or written symbols which serve as stimuli for the recall

of meaning built up through past experiences, and further the construction of new meanings

through the reader’s manipulation of relevant concept already in his possession. The resulting

meanings are organized into processes according to the purposes that are operating in the

readers.

Leonard Bloomfield and Clarenace Barnhert (1872), they said reading involves nothing

more than correlation of a sound image with its corresponding visual image that is the spelling.

Henry P. Smith and Emerald V. Dechant (1961), they said reading typically is the

bringing of meaning from the printed page.

Paul C. Burns, Betty D. Roe and Elinor P. Ross (1999), consider reading as vital to

functioning effectively in a literate society such as ours. From their point of view reading is

composed of two parts; the reading process and the reading product. To them nine aspects of

reading process-sensory, perceptual, sequential, experiential, thinking, learning, association,

affective, constructive- combine to produce the reading product. They also belief reading is a

complex act that must be learned.

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 Rosenblatt (1994), believes that every reading act is an event or a transaction involving

a particular reader and a text and occurring at a particular time in a particular context.

Beach and Hynds (1991), believe that reading must be viewed as constructing and

evolving experience instead of a static meaning. The reader’s stances, beliefs and attitudes

affect responses as does the context.

Suggested Ways Teachers Can Improve Reading Abilities Of Pupils

Robert J Tierney and John E Riddance (1985), believe that using the look and say

method can help solve the reading problem of children

Mc Gee (1992), points out that readers employ knowledge gained through past

experiences too helps them select interpretations visualize the message make connections

between the new information and what they know and relate affectively to the material.

Geoffrey Roberts (1994), said in his book learning to teach reading that phonemic

awareness in children should not be taken for granted. He said it is a necessary element in

learning to read and it must first be fostered and specifically demonstrated by teachers with

instruction continuing until a sufficiently advanced ability in word recognition has been

achieved for teachers to rely upon to formulate the word attack strategies unaided. He also said

teachers have to take every opportunity to sound out words to draw comparisons with words of

similar structure and to encourage children to do like wise.

Francoise Grellet (1981), says the teacher also plays an active role in enhancing

students reading abilities he has to make the atmosphere conducive, he has to use the right

method because a particular method cannot suit all the pupils.

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 He said the teacher must follow the following steps- consider the text as a whole, skim

through it, ask a number of questions and read the text again

Hall (1987), said the ability to read and write will emerge when conditions are right.

Gestwicki (1995), he said knowledge of developmental stages indicates which practices

are appropriate for beginning readers’ illustrating a field trip and enjoying picture books and

practices such as isolated skill development and work sheets are inappropriate.

Hafner and Jolly, (1982) they said knowledge of letter names is important for talking

about similarities and differences among printed words, but knowledge of letter sounds is more

useful in decoding words.

James A. Smith (1975), believes that reading has a place in the development of

language skills. Therefore the methodological principles of reading need to be translated to

creative development of children. He also spoke about how reading problems are dominant in

our Ghanaian schools. To him it is the pseudoscientific focus on reading which has made

teaching of reading a dull communicative process.

Leila Berg (1977), talked about the acquisition of reading skills. She said reading skills

is not primarily an academic or technical, but it rather grows from a warm, physical and

emotional base of shared enjoyment with another human being.

Vera Southgate (1983), suggested ways teachers can improve their teaching techniques,

some of the ways are the use of methods like the look and say method.

From the economical point of view, Routledge (1990) considers reading as a basic life

skill. He spoke about lost of job opportunities for personal fulfillment., if proper reading skills

are not acquired.

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 Environmental factors that can influence reading

In preparation for children’s formal education, Mrs. Hughes Felicity (1971), emphasizes

the fact that mothers must provide a conducive environment to help their children know about

reading. In this case the problems of reading may be minimized or reduced before they are

given formal education.

Emilia Ferreiro and Ana Taberosky (1979), took a close look at reading from a

pedagogical perspective. They realized that the problem of learning to read is the result of

methods. Various educators have been oriented to finding for the benefit of our Ghanaian

schools.

In consideration of the child’s intellectual and linguistic maturation, Alber J. Harris

(1962) spoke about the child’s family and neighborhood as strong factors of reading. He said

the child’s background must contribute to the child’s reading development in order to explore

the three domains of reading- developmental, functional and recreational.

Summary of Literature Review

From the review the researcher found out that most writers did not come out with ways to help

pupils who were deficient in reading. Most of the writers rather talked about the definition of

reading and its importance.

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 CHAPTER THREE

METHODOLOGY

This chapter of the research report describes the research design used and all the

procedures in obtaining data for the study.

Research Design

The design used for this research is the action research design. Action research is a kind

of research activity where the researcher works collaboratively with people involved in other to

solve an identified problem. This design was chosen because it will help the researcher to

inquire deeply into finding the possible causes of pupil’s inability to read. This will therefore

help the researcher to adopt useful strategies to help solve the problem.

Population and Sample Selection

The population was focused on Kasseh Junior High Form One A Pupils. The number of

pupils used for this research was forty (40). The sample selection was done using the whole

class of Junior High School one A

Research Instruments

The research instruments used were observation, oral test and interview.

Observation as an instrument for research is the process whereby someone is being taken note

of in action consciously or unconsciously. This instrument was chosen because it will expose

pupil’s actual attitudes towards reading.

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Through that their strength and weaknesses are exposed. In the observation process pupils will

be taken note of by the researcher and findings recorded.

The oral interview was used. It is a face to face interaction between two people. The

researcher will use the interview to find out personal opinions about the problem. This is

because apart from the classroom situation the home and friends are strong factors contributing

to pupils inabilities to read well.

Since most of the people living in Kasseh are illiterates the interview would also be used to

solicit the views and perception of the Kasseh community towards education and reading.

Pre-intervention

In this process the researcher adopted mechanisms which helped in diagnosing the

problem. This was done using the research instruments which were the observation and the

interview.

The observation was conducted ten days in three months without the knowledge of the

pupils, the researcher observed pupils in English reading lessons and the findings were

recorded. The researcher found out that out of the forty pupils 12.5% were fluent readers,

22.5% could read few letters, 50% hesitated in reading and 15% could not read at all. It became

clear that most pupils were hesitant when reading.

Without the attempt of withstanding the above undeniable fact, face to face oral

interview was also used. The researcher wanted to find out how many pupils had problems

varying from home problems, class problems to personal problems. The researcher realized that

there was a possibility that the background of the pupils was a factor to their inability to read. It

13
could be that they are over loaded with work in the house that they don’t have enough time to

practice reading.

With class problems that are the fluent readers usually mock their peers who can’t read

well. It could also be that the environment in the class is not conducive for reading.

With personal problems there was the possibility of pupils having varying degrees of problems

which was affecting their inability to read. After the interview the researcher found out that

37.5% of the pupils had problems from the home as a result of lack of parental control and

other factors, 55% of the pupils had problems from the class as a result of pupils ridiculing their

peers because they not being able to read fluently and finally 7.5% had personal problems as a

result of they taking care of themselves. From the data recorded the researcher found out that

most of the pupils could not read as a result of problems in the classroom and their homes.

Intervention

This process consists of a set of concrete measures put in place to help solve a problem.

The measure applied was the look and say method.

The look and say method is a method used for word recognition and involves

memorization of whole words. Pupil’s recognition of such words is made possible through the

teachers continuous drilling by the use of flash cards in association with pictures. Repetitive

practice is the cornerstone of this method and once pupils have acquired individual words such

words are combined into sentences which pupils then learn to read.

The look and say method has two variations especially in its use for sentence reading.

These variations are the whole-word and whole-sentence variations.

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 The whole word variation deals with pupils reading single words as basis for reading

sentences whiles the whole sentence deals with pupils reading whole sentences with the aid of

pictures to link the sentences with meaning. But being able to read words in a text is the basis

of all reading so pupils need to be taken through individual word recognition. This will enable

pupils to recognize individual words in a passage instead of just reciting passages without being

able to recognize individual words in such passages. The activities within the look and say

method that were used are;

1. Word Attack

2. Sound Discrimination

(I) Word Attack Method

The word attack method was used because the researcher realized that pupils were not able

to identify words at their initial, medial and final stages, hence their reading problem. The

activities were carried out in three parts.

Part One

The researcher put pupils in nine groups of five. This part addressed individual letters of

the alphabet and how they are used in pronunciation. For instance i, o, u, e, a as used in

machine, sun, son, any and pen respectively. Flash cards were prepared and distributed to

pupils; for example

[/I/: ship] [/e/: pen]

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 The researcher pronounces the individual letters by making their sounds, and then used

the letters in pronunciation as on the flash cards. Pupils were then asked to repeat the sounds to

aid assimilation. After, pupils in their groups were asked to practice and identify other letters of

the alphabet and use them in words.

Part two

In this part the researcher addressed the letters at the initial, medial and final stages of

words. For example.

Initial Medial Final

Area Many Formulae

Any Theatre Banana

Edge Men Fate

Eat Pen Exercise

Oats Son Do

Object Company So

Under Sun Foot

Uncle Jumping Shoe

With the knowledge from part one pupil were asked to repeat sounds of words. This is to

aid proper assimilation and identification of positioning. In their groups, flash cards were

distributed for pupils to practice and arrange words such that a particular letter appears at the

three stages. this will help them pronounce words since they can identify sounds in words.

16
Part three

This part ensured that the sounds taught can be recognized at the initial, medial and final

stages of words. The researcher distributed various pictures of objects of, animals to the groups.

These pictures had names under them. Pupils on their own were asked to select pictures which

have letters in common with unfamiliar words, then arrange them to form the stages of the

words. This will help in reading as they are able to identify words by the letters and the sounds

they make.

(II) Sound Discrimination

This method was also used to throw more light on the word attack method. This method

contains minimal pairs of words with easily confused sounds. This is to help recognize

different sounds in words, thus long and short vowel sounds as in;

Short vowel sound Long vowel sounds

[Ship] [Sheep]

[Hill] [Heel]

[Fun] [Fan]

[Cut] [Cat]

[Lump] [Lamp]

[Much] [Match]

As part of the intervention I visited the homes of the pupils and went to talk to their

parents about what they are supposed to do to enable their kids read well.

17
With the help of my mentor and link mentor a PTA meeting was organized and parents were

educated on the importance of English language in our everyday life.

Below are the findings recorded from the various groups in the performance chart:

After part one of the interventions was administered, the researcher found out that 27.5% of the

pupils read fluently, 15% read few letters, 42.5% read hesitantly and 15% could not read at all.

After the first part of the intervention was administered there was a slight improvement in the

reading abilities of the pupils.

After the second part of the intervention was administered 45% could now read fluently

whiles 10% read few letters, 35% also read hesitantly and 10% could read at all.

After the part tree of the intervention was administered 77.5%could now read fluently,

8% read few letters, 10% hesitated in reading and 7.5% could not read at all.

Post Intervention

In this process a task of the same difficulty was given to the pupils the progress made

was recorded by the researcher.

After the intervention the researcher realized that 77.5% could now read fluently, meanwhile

before the intervention was administered only12.5% could read. This shows that there was a

65% increase in the reading abilities of the pupils. Those who read few letters showed a

decrease from 22.5% to 5%. Those who were hesitant in reading also decreased from 50% to

10%, those who could not read at all also decreased from 15% to 7.5%. This showed that the

18
pupils did well after the intervention processes were administered by the researcher and there

was a general increase of 68% in the reading abilities of the pupils.

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 CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS

Description of data obtained from the various instruments used

Table 4.1 Communities perception towards education

Reasons Respondents Percentage%

Education is a sheer waste 40 78.4%

of time

Education deprives children 5 9.8%

Education is important 6 11.8 %

TOTAL 51 100%

Table 4.2 Communities regard towards English language

Reasons Respondents Percentage%

Lack of exposure to English 19 38%

language

Lack of use of English by 20 40%

the town folks

Lack of communication 11 22%

between adults and children

in English language

TOTAL 50 100%

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Table 4.3 Older generations help to pupils to study English

Reasons Respondents Percentage%

Lack of use of English at 40 78.4%

Home.

Adults refusal to assist pupils 7 13.7%

In reading projects at home

Adults inability to encourage 4 7.8%

Read in English

TOTAL 51 100%

Table 4.4 Reasons for pupils inabilities to read in English.

Reasons Respondents Percentage%

Pupils background 15 37.5%

Behavior of pupils 20 50%

in the classroom

Use of local dialect in 3 7.5%

reading lessons

Use of poor teaching materials 2 5%

TOTAL 40 100%

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Table 4.5 Activities which enhanced poor reading skills

Activities Percentage%

Word Attack method 70%

Sound Discrimination 30%

TOTAL 100%

Table 4.6 Pre-intervention outcomes

Categories No of Pupils Percentage%

Fluent readers 5 12.5%

Few letters 9 22.5%

Hesitant 20 50%

Not at all 6 15%

TOTAL 40 100%

Table 4.7 Pre- intervention outcomes

Categories No of pupils Percentage%

Home problem 15 37.5%

Class Problem 22 55%

Personal problem 3 7.5%

TOTAL 40 100%

22
Table 4.8 Post intervention outcomes

Categories No of pupils Percentage%

Fluent readers 31 77.5%

Few letters 2 5%

Hesitant 4 10%

Not at all 3 7.5%

TOTAL 40 100%

Pertinent issues that came up in the data:

The tables 4.1, 4.2 and 4.3 above describe vividly the contribution of the Kasseh

community towards pupil’s inability to read. Mainly parents were interviewed

thoroughly. Comparing the three tables, it was clear that the inhabitants of the Kasseh

community do not have adequate information on the importance of education. The folks

have much time for their businesses as compared to education. They therefore do not

assist pupils to read. It was also realized that most folks were deficient in the nation’s

official medium of communication (English).

According to sources, the reasons were that pupils after completing junior

secondary schools or senior secondary schools would not be able to further their

education.

Others shall terminate their education through pregnancy, truancy and poor

academic performances due to parents engaging pupils in their businesses depriving

them of formal education.

23
 Table 4.4 above displays the reasons why most pupils could not read in English.

It was clear that the behavior of pupils in the class contributed most to their problem of

not being able to read. Pupils mock their friends in a little error committed when

reading or speaking. Pupil’s background was another factor that contributed to the

reading inabilities of the pupils. The former class teacher was part of their problem; he

usually translated reading lessons into their local dialect and using it as a medium of

communication. The former class teacher used only the text book as teaching learning

material amounting to that effect.

Pre intervention outcomes were displayed in tables 4.6 and 4.7. in diagnosing

the problem it was realized that in table 4.6, only 5 pupils representing 12.5% out of the

40 pupils could read. Only 9 of the pupils representing 22.5% were able to read few

letters. From the table 4.6, we also realize that 20 of the pupils representing 50% of the

pupils were hesitant in reading and 6 representing 15% of the pupils could not read at

all.

In table 4.7, pupils were interviewed and the researcher found out that 15 of the

pupils representing 37.5% out of the forty pupils had problems from the home. 22 of the

pupils representing 55% out of the forty pupils had problems from the class and 3 of the

pupils representing 7.5% out of the forty pupils had problems with their personal lives.

Comparing the outcomes in the pre intervention tables 4.6 and 4.7 and the post

intervention in table 4.8 there was no doubt there has been so much improvement in the

post intervention.

24
 The total performances of the pupils have changed for the better. This was

because previously 35 pupils could not read fluently, but after the researcher’s

intervention 31 of the deficient pupils can now read fluently. There was a better

performance in the post intervention after pupils have gone through the intervention.

How the instrument and intervention help to arrive at the findings:

The instruments employed for the research were the observation and the oral

interview through the period of more than two months of the exercise, pupils clearly

exhibited their weaknesses.

The observation was successful in getting the require responses. The actual

problem which prompted the research was realized. The oral interview traced the

background of pupils. Both town folks and pupils were interviewed in addition to the

observation and this gave a concrete ground to operate.

The intervention was appropriate based on the data collected from the various

instruments used. Pupils in their groups, worked with, the researcher which amounted to

the great achievement in the post intervention.

Aspect of the problem addressed

The problem that was set up to be addressed was poor reading in English.

Through the development of the reading ability chart, categories of reading levels were

provided. These were fluent readers, few letters, hesitant and not able to read at all

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readers. The pupils were lacking in all the categories with the exception of those who

could read fluently. Provision was made to address, the three categories to convert the

victims to fluent readers. Based on that, the intervention was planned and implemented.

The look and say method was applied and it was very successful.

The following accounted for the success of the identified problem, provision of

enough teaching and learning materials, interesting motivation, serene atmosphere

created; chronological sequence of lesson presentation, necessary remedial attention to

individual pupils and above all language which best suited their level.

General outcome of intervention

The intervention carried out was very successful. The success began right from

the diagnosing stage where the researcher with the help of other colleagues, inquired

deeply into the roots of the problem through the research instrument used. Activities

such as the word attack method and sound discrimination were used. Through the

researcher’s discretion, pupils were put in 9 groups of 5 and intervention administered

to them. There was a remarkable improvement in the speaking ability of the pupils after

the intervention.

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 CHAPTER FIVE

SUMMARY CONCLUSION AND RECOMMENDATION

The problem which prompted the research was poor reading skills among pupils

at Kasseh Junior High School Form One ‘A’ pupils. From the pre-intervention

(diagnosing of the problem), intervention (application of look and say method) and post

intervention (evaluation) the following came up;

The study revealed that;

1. The pupil’s background contributed to their problem.

2. Behavior of pupils during English reading lessons was very bad.

3. Their former class teacher was part of the cause of the problem.

4. The use of enough Teaching and Learning Materials enabled pupils to improve upon

their reading abilities.

5. There has been as improvement in reading after the intervention.

What further researchers should address- Recommendations?

The study carried out revealed certain merits and demerits. Although the intervention

carried out was successful, more could be done to yield better results in English language. The

intervention made use of activities within the look and say method. These were the word attack

and the sound discrimination. Through the researchers discretion there was massive

participation in both methods. The performances were displayed on the performance charts. But

the findings showed clearly that there is more work to be done particularly on the aspect of

reading.

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 To improve more on reading, further researchers should be addressed from various

angles. The proper treatment of English vowels, identification of letters of the alphabets in

words, stressed and unstressed words including interesting reading games to help improve

pupil’s abilities.

How the intervention should be modified in subsequent research

The study carried out lasted for almost three months. The study was able to bring out

the expectations but there were few errors detected. It was realized that the activities in various

sessions were not giving much time because of the grouping. Further researchers should be

tried on relaxed intervention with much practical activities to enable pupils give their best.

Based on the results of this study, subsequent researchers should spend much time and also

more group home projects on each activity carried out to put pupils on track.

Based on the nature of the problem appropriate research instruments should be

employed to arrive safely at the appropriate response

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Hughes F. Bay. (1971).Reading Before School. London. Ebenezer Baylis and Sons Ltd

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Elementary Schools.London. Macmillan Publishers.

Robert J. Tierney and John E. Readance.(1985). Reading Strategies and Practices.

Routledge Chapman (1990). The New Literacy. New York. Routledge Chapman and Hall Inc.

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Rudolf Flesh. (1955), Why Johnny cant Read and What you can do about it. New York. Harper

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Simon Greenal and Micheal Swon. (1986). Effective Reading Skills For Advanced Students.

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Smith J.A.(1975).Creative Teaching of Reading. London and Sydney. Allyn and bacan Inc.

Southgate V (1983). Planning for Reading success. London. Macmillan educational Ltd.

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 APPPENDIX

Appendix A

Sample of pupils’ marks obtained in the pre-test

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32
Appendix B

Sample of pupils’ post-test work results

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