Analysing the reading comprehension strategies used by teachers to teach in urban primary schools of Mongu district of Zambia.

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Date
2024
Authors
Amukusana, Mubiana
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The University of Zambia
Abstract
Reading comprehension is multifaceted and intricate. The challenges the learner’s experience with reading comprehension demand for coordinated efforts by the teachers to help identify reading comprehension strategies and instructional approaches that can lessen the challenges that the learners undergo as they try to comprehend the texts provided to them to read. This study was conducted to determine the reading comprehension strategies used by the teachers and to ascertain the challenges of those reading comprehension strategies as perceived by the teachers. The sample size of the study included 11 teachers from four schools. The study employed purposive sampling technique in selecting the participants of the research. It employed qualitative data collection and analysis procedures which included interviews, observation and document review. Interviews were conducted to ascertain some of the issues underlying the themes of the research which were the strategies used to teach reading comprehension and the challenges perceived by the teachers as they interact with the strategies. Classroom observations were conducted using instruments that the researcher designed that provided in-depth information to the researcher. Documents such as lesson plans were reviewed to determine the strategies used by the teachers when teaching reading. The findings indicate that teachers in the targeted schools had limited knowledge about the strategies for teaching reading comprehension. However, it was observed that some of the strategies they utilised were questioning, read aloud, silent reading, vocabulary, discussion. Background knowledge and storytelling even when they could not tell what the strategies were. Despite the teachers using these reading comprehension strategies, the study revealed that most of the strategies used were not explicitly utilised by the teachers. Other challenges experienced by the teachers were limited reading materials such as textbooks which were not adequate for teaching reading. It was also observed that there was limited classroom space due to the free education policy which made classrooms to be filled by the learners. Truancy, lack of confidence due to failure to read by some learners, lack of reinforcement of necessary reading skills and failure to set a purpose for reading by the teachers were other challenges observed. Teachers exhibited lack of knowledge on how to improve their reading comprehension strategies but still made some suggestions which could help improve their approach to teaching reading comprehension. They suggested that deliberate policies on exchange programmes could be of help to them as they can be assisted by learning from their colleagues from other schools. Retraining in methodologies and techniques, reinforcement of workshops and teacher involvement in all available and ongoing programmes to do with the teaching of literacy could be of help to them and enhance their teaching strategies which they use to teach reading comprehension.
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Thesis of n Master of Education in Literacy, Language and Applied Linguistics.
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