Relationship between phonological awareness and reading ability in selected Primary Schools in Solwezi District
Date
2016
Authors
Lukama, Kamalata
Journal Title
Journal ISSN
Volume Title
Publisher
University of Zambia
Abstract
The purpose of the study was to establish the relationship between phonological awareness
knowledge and reading ability in a transparent orthography. A sample comprising of 105
participants (15 teachers and 90 pupils) was drawn from three schools in Solwezi District, North
Western Province. The participants were randomly (pupils) and purposively (teachers) selected
for the study. The study used a mixed method and employed the Concurrent Triangulation
Design. Information was obtained from participants using interviews guides, classroom
observations check lists and tests in reading and phonological awareness.
In order to achieve the study objectives, tests were administered in phonological awareness and
reading in Kiikaonde to establish the relationship between phonological awareness knowledge
and reading ability. Interviews with teachers and classroom observations were conducted to find
out the components of phonological awareness being taught in schools and the strategies being
used to teach phonological awareness skills. Interviews with teachers were also conducted to find
out if teachers had received training in phonological awareness either in college or in service
workshops. Both qualitative and quantitative data analyses were used. Qualitative data was
analysed using thematic analysis while quantitative data was analysed using Excel, 2010 where
both descriptive and inferential statistics was used.
The study revealed that there was a significant and positive correlation between phonological
awareness knowledge and reading ability more so in grade two than grade one learners. The
study also revealed that blending, substitution and sound identification (isolation) were the
components of phonological awareness that teachers were teaching during literacy lessons. The
study also revealed that teachers were using teacher centred strategies when teaching
phonological awareness during literacy lessons. It was also revealed in the study that teachers
had not received training in phonological awareness during pre- service training but some had
received this training in Continuous Professional Development Meetings. Based on the findings,
the study recommends that the teaching of phonological awareness should be incorporated in the
syllabus being followed by primary teacher training colleges. Secondly, Continuous Professional
Development Meetings such as Teacher Group Meetings should be strengthened in schools so
that teachers are trained to use a variety of teaching strategies when teaching.
Description
THESIS M.ED
Keywords
Language awareness in Children , Phonetics-Study and Teaching(Elementary) , Reading