Challenges fourth grade learners encounter in reading English language: Six primary schools in Ohangwena region
| dc.contributor.author | Nepando, Ndahambelela Pefewa | |
| dc.date.accessioned | 2019-06-12T13:10:18Z | |
| dc.date.available | 2019-06-12T13:10:18Z | |
| dc.date.issued | 2018 | |
| dc.description | A thesis submitted in partial fulfillment of the requirements for the Degree of Master of Education (Literacy and Learning) | en_US |
| dc.description.abstract | This study sought to identify the challenges fourth grade learners encounter in reading English second language, with refer to six primary schools in Ohangwena region. The study specifically focused onchallenges that hamper learners in reading English second language, the learners’ abilities in phonological awareness, their knowledge of alphabet, and the reading instructional methods teachers’ use when teaching reading to English as a second language in Grade 4. The study used a mixed research design approach. Forty eight learners were selected using probability random sampling; and six Grade 4 teachers were selected using purposive sampling. Interviews, observations and questionnaires were used to collect data. Regarding the types of errors made by learners, the study found that leaners failed to pronounce syllables, omitted words when reading, and failed to read fluently. These reading problems related to poor mastery of phonic sounds, poor syllable blends and weak visual discrimination. The study established that teachers used both the phonic and whole word approaches when teaching reading, but the whole word approach was more popular than the phonic method. One of the factors contributing to poor word attack skills among learners was identified as the use of the whole word method more than the phonic method in teaching reading. The study found the following factors contributing to Grade 4 learners’ difficulties in reading in English: lack of reading continuity, automatic promotion, poor reading readiness background, lack of home support and poor teaching methods. The study established a negative relationship between specialisation in Grade 4 and learners’ reading ability. Learners taught by teachers who are not specialised in Grade 4 did worse in reading than those taught by specialist teachers. Regarding what support teachers provided to help learners improve in reading English, the study established that teachers gave limited assistance in the form of remedial work. It is upon these findings that the study recommended the following: staffing grade 4 with teachers who specialised in teaching grade 4; schools have to find ways of involving parents in helping learners read at home; and the establishment of community libraries. It was also recommended that teachers should not take teaching reading to be the specific responsibility of a particular Grade but to be a lifelong learning process which is developed in every Grade | en_US |
| dc.identifier.uri | http://hdl.handle.net/11070/2547 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Namibia | en_US |
| dc.subject | English | en_US |
| dc.subject | English second language | en_US |
| dc.title | Challenges fourth grade learners encounter in reading English language: Six primary schools in Ohangwena region | en_US |
| dc.type | Thesis | en_US |