Analysis of instructional strategies teachers use to teach reading comprehension to grade 3 learners in english language in selected primary schools in Solwezi district of Zambia.
| dc.contributor.author | Lungu, Edina | |
| dc.date.accessioned | 2024-10-31T08:25:17Z | |
| dc.date.available | 2024-10-31T08:25:17Z | |
| dc.date.issued | 2024 | |
| dc.description | Thesis of Master of Education in Literacy, Language and Applied Linguistics. | |
| dc.description.abstract | The study investigated instructional strategies teachers use to teach reading comprehension to grade 3 learners, in the English language as they transitioned from learning in Kikaonde language. The objectives of the study were; to investigate instructional strategies teachers use to teach reading comprehension to grade 3 learners in the E language, to examine teachers’ competences in using the instructional strategies and to determine effective instructional strategies to teaching reading comprehension to grade 3 learners in the target language. Qualitative approach was used and a descriptive research design was adopted. The sample included 5 primary schools, 8 senior teachers and 13 teachers. Data was collected using structured interview guides, classroom observation guide and document review checklists. Data was analysed using thematic analysis. The study found that teachers used strategies such as group work, pair work read and aloud and whole class to teach literacy in English. The study also found out that teachers lacked understanding of how to use the instructional strategies to teach reading comprehension at grade 3 as they transitioned into learning in English. The study further found that use of: systematic explicit instruction, making connections with text, teaching words in isolation, in context, graphic organisers, visual evidence, peer assisted, translanguaging, text structure, summarising important points, scaffolding, visualising, predicting, sandwiching, and read aloud were effective instructional strategies to teaching reading comprehension in English. The study recommended that School administrators to enhance capacity building for the teachers, as a continuous process, in all the primary schools so that teachers have the competences to handle reading comprehension lessons. | |
| dc.identifier.uri | https://dspace.unza.zm/handle/123456789/8942 | |
| dc.language.iso | en | |
| dc.publisher | The University of Zambia. | |
| dc.title | Analysis of instructional strategies teachers use to teach reading comprehension to grade 3 learners in english language in selected primary schools in Solwezi district of Zambia. | |
| dc.type | Thesis |