Factors affecting the teaching of English reading skills in a second language of grade 3 learners

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dc.contributor.authorJunias, Rebeccaen_US
dc.date.accessioned2014-02-07T14:08:17Z
dc.date.available2014-02-07T14:08:17Z
dc.date.issued2009en_US
dc.descriptionsubmitted in accordance with the requirements for the degree of Master of education with specialisation in early childhood developmenten_US
dc.description.abstractThis study investigated the factors affecting the teaching of English reading skills in a second language of Grade 3 learners in three primary schools, in Ongwediva town of Oshana Regional Education Directorate in Northern Namibia. It also investigated methods and approaches that were used to promote the teaching of reading in English as a second language and the linguistic environment of the classroom in which the teaching of reading occurs. Classroom environments were observed and telephonic interview was conducted with the circuit inspector of the three schools selected. Individual interviews were also done with the principals, Grade 3 teachers and Grade 3 learners of the three chosen schools. Focus group interview was also done with the same Grade 3 teachers. This study found out that insufficient reading books, poor teaching methods, insufficient teachers’ and learners’ interactions and overcrowded classrooms were some of the factors that made the teaching of reading unsuccessful. From the interviews of the circuit inspector, principals and teachers it was revealed that inadequate teacher training workshops for teachers teaching English reading, lack of parental involvement, low budget allocation to Primary Education and lack of reading capacity in vernacular affected the teaching of reading negatively. The outcome of learners’ interviews indicated that phonemic awareness and lack of comprehension created reading problems. Given the factors referred above, it is recommended that more interesting readers should be purchased to solve the shortage of reading materials. In addition, more effective teachers’ workshops should be given to strengthen the teachers’ approaches to reading skills development for Grade 3 learners.
dc.description.degreeWindhoeken_US
dc.description.degreeNamibiaen_US
dc.description.degreeUniversity of Namibiaen_US
dc.description.degreeMaster of Educationen_US
dc.format.extent204 pen_US
dc.identifier.isisF004-199299999999999en_US
dc.identifier.urihttp://hdl.handle.net/11070/521
dc.language.isoengen_US
dc.masterFileNumber3774en_US
dc.source.urihttp://uir.unisa.ac.za/handle/10500/4175
dc.subjectReading primary Namibiaen_US
dc.subjectReading remedial teachingen_US
dc.titleFactors affecting the teaching of English reading skills in a second language of grade 3 learnersen_US
dc.typeThesisen_US
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