Implications of instructional methods on reading skills to learners with reading difficulties in selected schools in Kabwe district, Zambia
| dc.contributor.author | Ndila, Semidah | |
| dc.date.accessioned | 2022-04-29T12:20:02Z | |
| dc.date.available | 2022-04-29T12:20:02Z | |
| dc.date.issued | 2019 | |
| dc.description | Thesis | en |
| dc.description.abstract | The study investigated the implications of instructional methods on reading skills to learners with reading difficulties in selected schools in Kabwe District, Zambia. The objectives of the study were to: establish types of instructional methods used to teach reading skills to learners with reading difficulties; determine the implications of using instructional methods in teaching learners with reading difficulties reading skills and ascertain challenges faced by teachers involved in teaching reading skills to learners with reading difficulties in primary school in Kabwe District. The study employed the qualitative approach using a descriptive research design. It had a total sample of 30 participants consisting of 15 learners and 15 teachers who were purposefully and conveniently drawn from three selected special education units in Kabwe District. Data was collected through interview, observation and focus group discussion guides. Analysis of data was done thematically where merging themes were presented in a descriptive form. The study revealed phonetics, linguistic, comprehension, multisensory, whole word method, look and say and basal reading approaches were the mostly used instructional methods in teaching learners with reading difficulties. In terms of implications, these instructional methods encouraged teaching reading in groups rather than concentrating on the individual differences and needs. In addition, learners had some difficulties in phonics, failed to spell some word sounds such as phone, sugar and ball. Furthermore, teachers had challenges in teaching learners with reading difficulties such as over-enrolment, lack of learning and teaching resources, mixed disabilities, shortage of infrastructures, inconsistency on education policy regarding learners with reading difficulties, and the learning was more examination oriented than practical. Based on the findings of the study, schools must have adequate educational materials on instructional methods for learners with reading difficulties. They must promote peer teaching in instructional methods for such learners through continuous professional development (CPD). Key word: implications, instructional methods, reading difficulties, learners, teachers and Zambia. | en |
| dc.identifier.uri | http://dspace.unza.zm/handle/123456789/7258 | |
| dc.language.iso | en | en |
| dc.publisher | The University of Zambia | en |
| dc.subject | Reading comprehension--Study and teaching. | en |
| dc.subject | Reading--Remedial teaching. | en |
| dc.subject | Reading disability. | en |
| dc.title | Implications of instructional methods on reading skills to learners with reading difficulties in selected schools in Kabwe district, Zambia | en |
| dc.type | Thesis | en |