KOMENDA COLLEGE OF EDUCATION

USING ACTIVITY METHOD (DIAGRAPHS, DIPHTHONGS etc) TO IMPROVE

THE READING SKILLS AMONG BASIC 4 PUPILS OF SUPOMU DUNKWA

METHODIST SCHOOL BASIC “A”

BOATENG EMMANUEL OPOKU

2023
 KOMENDA COLLEGE OF EDUCATION

USING ACTIVITY METHOD (DIAGRAPHS, DIPHTHONGS etc) TO IMPROVE

THE READING SKILLS AMONG BASIC 4 PUPILS OF SUPOMU DUNKWA

METHODIST SCHOOL BASIC “A”

BOATENG EMMANUEL OPOKU

2023

A PROJECT WORK SUBMITTED TO THE DEPARTMENT OF EDUCATION IN

PARTIAL FULFILMENT OF THE REQUIREMETS FOR THE AWARD OF

BACHELOR OF EDUCATION IN KOMENDA COLLEGE OF EDUCATION

OCTOBER, 2023
DECLARATION

CANDIDATE’S DECLARATION

I, ……………………………………………………………………, declare

that this project work, with the exception of quotations and references contained in

published works which have all been identified and duly acknowledged, is entirely

my own original work, and it has not been submitted, either in part or whole, for

another degree elsewhere.

Signature: …………………………………..

Date: ………………………………………..

SUPERVISOR’S DECLARATION

I hereby declare that the preparation and presentation of this project work were

supervised in accordance with the guidelines on supervision of project work laid

down by the Komenda College Of Education, under the mentorship of University of

Education, Winneba.

Supervisor’s Name:

……………………………………………………………………..

Signature: ……………………………………………………………………

Date: …………………………………………………………………………
ABSTRACT

Majority of pupils in the Basic School in this country exhibit great phobia for

reading. This has made many people in the country to lament on this phenomenon.

Reading difficulties prevail in almost all the Basic Schools in the country but the

problem is particularly alarming among Basic four (4) pupils of Supomu Dunkwa

Methodist School Basic “A” where I undertook my out teaching practice programme.

Since the art of reading cuts across all the subjects taught in our schools, the problem

has really affected pupils’ output in almost all subjects, as pupils need to read in order

to understand.

This research was geared towards assisting primary four pupils in Supomu

Dunkwa Methodist School Basic “A” to improve on their reading skills. To bring this

dream into reality, the researcher employed the ‘activity method’ as a tool in the

interventions. The outcome from the intervention the researcher conducted proved

very fruitful to both the pupils and the researcher.

Pupils improved tremendously on their reading [Link] exhibited

enormous interest and enthusiasm in the teaching and learning process.
DEDICATION

I whole – heartedly dedicate this project work to my Parents, Elder Kwadwo

Opoku and Mrs. Diana Appiah Agyei, Miss Patricia Agyeiwaah Opoku and Madam
Leticia Acquah. May God shower His blessings on you all.
ACKNOWLEDGEMENT

Glory and infinitude thanks be to the Almighty God for bestowing mercies on

me and granting me the needed strength and knowledge for this research work. May

His Kingdom endure forever.

I wish to register my indebtedness and profound gratitude to my supervisor,

Mr. Theophilus K. Bassaw, who read through, constructively and objectively

criticized and offered useful suggestions, which provided me the needed guidance in

writing this work.

To my loving Parents, Elder Kwadwo Opoku and Mrs. Diana Appiah Agyei, I

say thank you for your material and moral support throughout the period of this

course. To Patricia Agyeiwaah Opoku, I say thank you for your timely assistance

provided in time of difficulties.

To the head teacher of the school where I conducted the research (Supomu

Dunkwa Methodist Basic “A” School), Mr. Justice Alpha Kofi wonkye and my

mentor, Madam Leticia Acquah, I say thank you for the great support and co-

operation meted out to me throughout the period of writing this research. I also thank

my co-mentees, Eric Afful, Roberta Tsease, Shadrack Awortwe. I also want to thank

Madam Antoinette Nana Amoh for her support through this period.

Finally, I wish to express my gratitude to many authors from whose books I

derived inspiration and information.
 TABLE OF CONTENTS

DECLARATION …………………………………………………………………. iii

ABSTRACT ………………………………………………………………………. iv

DEDICATION ……………………………………………………………………. v

ACKNOWLEDGEMENT ………………………………………………………… vi

TABLE OF CONTENTS …………………………………………………… vii - ix

CHAPTER ONE

INTRODUCTION

1.0 Background to the study ……………………………………………………….. 1

1.1 Statement of the Problem ……………………………………………………… 1

1.2 Purpose of the study …………………………………………………………… 2

1.3 Research Questions ……………………………………………………………. 2

1.4 Significance of the study ………………………………………………………. 3

1.5 Delimitation …………………………………………………...……………….. 3

1.6 Limitation …………………………………………………………...…………. 3

1.7 Definition of terms …………………………………………………………… 3 - 4

1.8 Organization of the study ……………………………………………………… 4

CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.0 Introduction …………………………………………………………………… 5

2.1 Meaning Of Reading ………………………………………………………….. 5

2.1.1 Importance Of Reading ………………………………………………5

 2.1.2 How Reading is done ……………………………………………… 6

2.1.3 Causes of Reading Disability …………………………………… 6 - 9

2.2 Methods Of Teaching Reading ………………………………………………. 9

2.3 Summary ………………………………………………………………….. 10 - 11

CHAPTER THREE

METHODOLOGY

3.0 Introduction …………………………………………………………………. 12

3.1 Research Design …………………………………………………………….. 12

3.2 Population and sample technique …………………………………………… 12

3.3 Research Instruments ……………………………………………………….. 13

3.4 Intervention …………………………………………………………………. 13

3.5 Implementation of Intervention …………………………………………… 14 - 18

3.6 Administration of the post – test …………………………………………… 18

3.7 Scoring the post test ……………………………………………………….. 18

3.8 Method of Data Analysis ………………………………………………… 18 - 20

CHAPTER FOUR

DISCUSSIONS OF RESULTS AND FINDINGS

4.0 Introduction …………………………………………………………………. 21

4.1 Tabular presentation of findings ………………………..………………… 21 - 31

4.2 Chapter summary …………………………………………………………… 31

 CHAPTER FIVE

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.1 Introduction …………………………………………………………….…… 32

5.2 Summary of Key Findings ……………………………………………….… 32

5.3 Conclusion ………………………………………………………….……….. 32

5.4 Recommendation ……………………………………………………,……… 33

REFERENCES …………………………………………………………,……… 34

APPENDIXES ………………………………………………………..………. 35 - 37
 CHAPTER ONE
INTRODUCTION
1.0 Background to the Study
Reading is an essential skill that plays a vital role in the development of a
society. It serves as a means of communication and enables the sharing of information
through books, journals, newspapers, magazines, and memoirs. Reading not only
stimulates the minds of the youth but also provides solace and adds charm to success
and consolation to failure. It is an unfailing companion during our night watches,
journeys, and moments of relaxation. The progress of any society largely depends on
the knowledge of its people, which is acquired through reading. Therefore, the
significance of reading in society cannot be underestimated. Possessing reading skills
unlocks the gateway to knowledge, happiness, and comfort. With books as our guide,
our minds can explore all continents—Africa, Asia, Australia, Europe, North
America, and South America—in search of a wealth of knowledge.
At the primary level of basic education, the main objective is to provide pupils
with adequate training in numeracy, literacy, and problem-solving techniques.
However, there has been a public outcry regarding the declining standard of education
at this level. This setback can be attributed to the fact that a majority of pupils in
primary schools face reading difficulties. To improve the standard of education at this
level, effective teaching and learning methods need to focus on reading. The art of
reading is like a common thread that runs through all subjects taught in schools. If a
child struggles with reading, their enthusiasm for school diminishes significantly.
Inability to read and comprehend questions often leads to failure in examinations.
Therefore, it is crucial to ensure proficiency in all aspects of education.

1.1 Statement of the Problem

Based on the observation and tests conducted at the diagnostic stage, it was
found that Basic 4 pupils of Supomu Dunkwa Methodist School Basic “A” were
facing difficulties in reading. The study revealed that the pupils’ word-attacking
skills, word recognition, stress and intonation, as well as fluency in reading, were
poor. Additionally, the learners struggled to distinguish between long and short
vowels.
Considering the identified problem, the researcher explored various causes
contributing to these difficulties. The causes include the absence of effective teaching

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and learning materials during the teaching and learning process, lack of oral language
acquisition, poor concept of phonology, and inefficient reading skills on the part of
pupils. Therefore, this study holds great importance in confirming or rejecting these
causes and finding solutions to address the problem.

1.2 Purpose of the Study

The study aims to improve English reading skills among Basic 4 pupils of
Supomu Dunkwa Methodist School Basic “A”. The objectives of the study are as
follows:

1. Identify the causes of reading disabilities among Primary Four pupils at

Supomu Dunkwa Methodist School Basic “A”.
2. Assist pupils in improving their reading skills by teaching vowel and
consonant sounds.
3. Use the formation of digraphs to improve pupils’ reading skills.
4. Use consonant blends to aid the pronunciation of words.
5. Use the formation of prefixes and suffixes to assist in improving pupils’
reading skills.
6. Use the formation of diphthongs to improve pupils’ reading skills.

1.3 Research Questions

1. What are the causes of reading disabilities among Primary Four pupils at
Supomu Dunkwa Methodist School Basic “A”?
2. How can the activity method be used to improve the English reading skills of
Primary Four pupils at Supomu Dunkwa Methodist School Basic “A”?
3. How can vowels and consonants be used to improve the reading skills of Primary
Four pupils at Supomu Dunkwa Methodist School Basic “A”?
4. How can the formation of digraphs improve the reading skills of Primary Four
pupils at Supomu Dunkwa Methodist School Basic “A”?
5. How can consonant blends be used as a technique in pronunciation to improve
the reading skills of Primary Four pupils at Supomu Dunkwa Methodist School
Basic “A”?
6. How can the formation of prefixes and suffixes help Primary Four pupils at
Supomu Dunkwa Methodist School Basic “A” improve their reading skills?

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 7. How can the formation of diphthongs be used as a technique in pronunciation to
help Primary Four pupils at Supomu Dunkwa Methodist School Basic “A”
improve their reading skills?

1.4 Significance of the Study

The findings and recommendations of the study would assist pupils to improve
their reading skills.
Besides, the study seeks to open an avenue upon which future researchers can
build to solve the problems of reading difficulties among pupils
Again, it would serve as a reference material for future researchers who would
research into the same problem.
Finally, it would enrich the knowledge base of the subject and also give
direction on how the subject should be taught.

1.5 Delimitation
It is understandable that conducting the study throughout the country’s upper
primary schools would be a time-consuming task due to the large number of pupils
and the various categories of upper primary schools in Ghana. By focusing on one
school, the researchers can conduct a more in-depth analysis and provide specific
recommendations tailored to the needs of the pupils at Supomu Dunkwa Methodist
School Basic “A”. This study can serve as a valuable reference for future research and
initiatives aimed at addressing reading difficulties among pupils in Ghana

1.6 Limitation
The success of this study depends on various factors that may come into focus
during the implementation stage. Some of these factors include the period of time,
which may make it impossible for the researcher to achieve wider coverage, the
attitudes of some pupils, and inadequate teaching and learning materials. These
factors can pose challenges but can also be addressed through careful planning and
resource allocation.

1.7 Definition of key terms

1. Diagraph – The combination of two letters that represent one speech sound.
eg. Path, fail, tour etc.

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 2. Vowels – they are sounds in language, which are produced without any
constriction in the organs of speech. eg. / a /, / i / etc.
3. Consonants – They refer to other group of sounds, which are combined with
vowels to make sounds. eg. / b / , / t / , / k / etc.
4. Consonants blend – These are two or more adjacent sounds coming together
with each individual sound retaining its identity. eg. cl as in class, gr as in
green.
5. Diphthongs – They are vowel glide or movement generally represented by two
vowel symbols. eg. / ei / as in ‘bail’, / ai / as in ‘ice’ and / au / as in ‘rout’.
6. Suffixes – They are group of letters fixed at the end of a word. eg. / ly / as in
hardly, / ing / as in singing, / er / as in faster.
7. Prefixes – They are group of letter fixed in front of the root of words. eg. / un /
as in unhappy, / mis / as in misuse etc.
8. Activity method – It has employed in the research to represent procedures
used in the intervention. eg. diagraphs, diphthongs, phonics, prefixes and
suffixes.

1.8 Organization of the Study

Chapter One introduces the study and covers sub-themes such as the
background of the study, statement of the problem, research questions, significance of
the study, delimitation, and limitations of the study.
Chapter two focuses on literature review and provides an in-depth analysis of
related works by other writers who have investigated English Reading Skills. It
discusses their findings and conclusions drawn.
Chapter three describes the research design and procedures used in obtaining
data for this study. It covers matters such as research design, population and sample
selection, instruments used to collect data, pre-intervention data, and post-intervention
data collection.
The fourth chapter presents the results, findings, and discussions on data
collected from pupils’ pre-test and post-test items.
Finally, chapter five summarizes the entire study, presents conclusions, and
makes recommendations.

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 CHAPTER TWO
LITERATURE REVIEW
2.0 Introduction
This chapter of the study is intended to discuss what other writers or
authorities have said about reading.

2.1 What is Reading?

Reading is the process of extracting information from printed marks in a book,
billboard, or on the ground. According to Hafner (2019), reading is a process that
requires the individual to demand meaning by bringing ideas to the printed page so
that the symbols will bring out the meaning of what is written. Boateng (2023) defines
reading as the ability to identify and decode a written, printed, or visible text.

2.1.1 Importance of Reading to Pupils

Reading is an essential skill that plays a vital role in pupils’ academic pursuits.
Efficient and enthusiastic reading is crucial for improving performance in all areas of
academics. According to Santrock (2020), reading fulfills the needs of pupils and
serves as a valuable aid in meeting various requirements. It is not only a tool for
vocation but also a means of pursuing leisure activities and acquiring citizenship
skills. The ability to read contributes to success in school and helps individuals cope
with everyday situations outside the school environment. Reading bestows success
and provides recreation. Once pupils develop an interest in reading, it becomes a
gateway to acquiring knowledge in various subjects such as Mathematics, Science,
English, and more. Reading serves as a medium through which pupils learn about
different topics.
Karlin (2019) emphasizes the importance of reading and states that all children
must learn to read. The ability to read is so crucial that any child who does not
achieve reasonable success in it is severely handicapped in ways that impinge on
personality development.
In addition to personality development, reading assists pupils in passing their
examinations. This is because the ability to read questions with meaning and
understanding does almost half of the work of an examination. Pupils are able to learn
new words when they read different materials (Karlin, 2019).

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 Furthermore, proficiency in English is essential for pupils who wish to
proceed with further studies or secure a good job. Karlin (2019) notes that when
pupils learn to read, they can use it as a medium of communication.

2.1.2 How Reading is Done

Hafner (2019) notes that reading requires certain physical activities, whether
by a beginner or a skilled reader. These activities include adopting a process of
turning the eyes over the printed symbols on the page, together with another
conscious effort of directing one’s vision from left to right over each word, each
sentence, and each line. These listed activities should be crowned with the reader’s
ability to interpret the symbols represented by the black print page on a page in
relation to sound value according to the reader’s experience and intelligence. Failure
in these activities results in poor reading skills.

2.1.3 Causees of Reading Disability

Anderson and Urghuhart (2020) suggest that poor reading ability in a foreign
language is due to poor reading ability in the first language and vice versa. Poor
reading in a foreign language is due to inadequate knowledge of the target language.
This has phonological and semantic significance because most phonetics of English
and Ghanaian language are almost the same. Phonetics symbols, which are combined
to form words, have great similarities in both languages. A child who already knows
how to read in the first language (L1) can transfer this ability to reading a foreign
language (L2). Good first language readers will read well in the foreign language once
they have passed a threshold of foreign language ability. McNamara (2022) argues
that if pupils cannot adequately read in their native language, they will face
difficulties when reading in other languages. Therefore, it is essential for pupils to
learn how to read properly in their native language first. This will help reduce the
problem of reading difficulties in English as well as other languages.

Teacher’s attitude towards reading : According to Tsadidey (2016), the attitude of

teachers towards reading comprehension lessons can sometimes hinder pupils’
understanding more than any other single factor. Many teachers tend to ignore slow
readers and focus only on good readers. Both Sackeyfio (2016) and Tsadidey (2016)
emphasize that the objective of the teacher in a reading comprehension lesson should

6
be to prepare the minds of pupils for the lesson. This means that pupils should be
prepared in such a way that they develop a desire to read and understand the passage.
Haycraft (2019) states that many teachers contribute to pupils’ poor reading skills. He
explains that teachers differ not only in age and health but also in personality, training
ability, and teaching experience. A teacher’s innate characteristics combined with
their training experience often lead them to form certain opinions about education and
reading. This can result in rigid teaching habits and a lack of motivation for pupils to
learn. Haycraft emphasizes that teaching English reading successfully is not just a
question of method. Even if a teacher’s technique is superb, it may not motivate
pupils to learn if it is not varied according to the needs of different students and
subjects. Haycraft believes that teachers should not go to the classroom to display
their abilities and capabilities; instead, their teaching should be pupil-centered. Cross
(2022) suggests that the teacher should consider the length of the passage when
choosing reading materials. He also recommends reading aloud by both the teacher
and some of the pupils.

The use of instructional materials : Teaching materials or learning aids are

indispensable tools for effective reading instruction. These materials can be
categorized into audio and audio-visual aids. Audio aids include sound-producing
devices such as radios, tape recorders, and record players. Audio-visual aids combine
sound and visual elements, such as television, videos, and motion pictures. According
to Clark (2021), education research indicates that pupils remember only 10% of what
they read, but 50% of what they hear and see. Retention increases as pupils become
more involved in the learning process. Broughton et al (2020) highlight the value of
“visual aids” as invaluable contextual resources. Other instructional materials that
facilitate reading instruction include pictures, flashcards, photographs, films, overhead
projectors, slides, textbooks, and charts. Unfortunately, most of these materials cannot
be improved by teachers, and the Ghana Education Service does not supply them to
schools. The non-availability of these materials renders teachers ineffective in
teaching reading.

Lack of oral language acquisition : Pupils’ poor reading performance can be

attributed to a lack of oral language acquisition. Reading is a language process, and in

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the normal sequence of reading development, control of oral symbols comes before
the control of printed symbols. However, thinking comes before both. Therefore, it is
important to ensure proficiency in oral language from the beginning, as emphasized
by Clark (2021) and Haycraft (2019). Karlin (2019) adds that the thinking process,
which is basic to language, can best be appraised and developed through speaking.
Precise, logical, and concise oral expression indicates that ideas have been understood
and organized. Interpreting and evaluating an author’s ideas is much more complex
than thinking and conveying one’s own ideas. Thinking should precede speaking, and
speaking also precedes reading because reading demands thinking. Some pupils may
not be familiar with unusual words or expressions before they begin to read, which
can contribute to their reading difficulties.

The physical problems of pupils : Poor eyesight can significantly affect pupils’
reading ability. Short-sightedness, also known as myopia, refers to the inability to see
clearly at close range while maintaining clear vision at a distance. A short-sighted
person may struggle to read writing on the chalkboard. On the other hand, long-
sightedness, or hyperopia, can cause strain while reading as the person must make
extra effort to focus on a book. According above Broughton et al (2020), if not
properly addressed, these vision problems can persist throughout a person’s life and
negatively impact their reading performance. Karlin (2019) also highlights that
children with hearing disabilities may struggle with typical activities involving
auditory discrimination. Additionally, malnourished or ill children may have
difficulty sustaining attention for reading. Pupils in these categories may exhibit
restlessness, instability, and a lack of direction towards reading.

The intelligence of pupils : Karlin (2019) argues that pupils’ reading ability is
influenced by their mental capacity. Mental capacity is significant in reading because
it helps to determine the quality and abstractness of the reading material. Placing
pupils in situations that require thinking beyond their mental capacity can result in
failure. Karlin contends that differences in reading capacity have not been adequately
addressed in previous teaching, and pupils with low intelligence in reading may not
have learned as much as they should.

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Home factor : The home environment is a principal factor that influences pupils’
reading skills. The key to reading among pupils is motivation. Sackeyfio (2016) states
that pupils who find themselves in academically enriched homes may be easily
stimulated to read more and ultimately read better than those in less endowed
environments. In Ghana, where illiteracy is quite high and poverty is widespread,
most Ghanaian homes do not have the stimulating environment mentioned above. As
Sackeyfio (2016) rightly pointed out, for most pupils, it is only at school that they get
the opportunity to use English Language. Perhaps, school is the only place where
most pupils perform their reading activities. Boateng (2023) identifies the lack of
leisure time at home as a factor that affects children’s reading habits. He observes that
most children from poor homes do not find time to read but rather work to supplement
the family income. Children from rich homes, on the other hand, have ample time to
read. Boateng further emphasizes that pupils whose parents are educated and have
sound financial standings cultivate better reading habits. They see their parents
reading when they are very young and tend to enjoy reading naturally.

2.2 Method of Teaching Reading

An effective reading lesson requires good planning by the teacher. According
to Nasr (2018), a reading lesson has one aim, and that is reading. Nasr emphasizes
that a reading lesson should not be interrupted by grammar drills or practice
conversation. He concludes that a reading lesson teaches reading, and everything else
is less important.
Parratt (2020) suggests that when making a lesson plan, the teacher should
decide on the kinds of things the pupils are expected to learn. The plan must state
what is to be learned in terms of precise instructional objectives and help identify an
appropriate sequence of topics and tasks. A well-planned lesson is crucial for
successful teaching.

Reading can be divided into three stages: pre-reading, during-reading, and post-
reading.

PRE – READING
Pre-reading activities play an important role in a reading lesson. They can
serve a number of functions, including reminding pupils of things they already know.

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Pre-reading activities can also interest pupils and entice them to read. According to
Yemeh (2018), a teacher should make sure there is a firm foundation laid for reading
in the lower primary. This could be done through storytelling, which enhances
concentration and prepares pupils’ minds for future readings.

DURING – READING
According to Graves and Graves (2019), during-reading activities include
things that pupils themselves do as they are reading and things that the teacher does to
assist his or her pupils as they embark on reading. During-reading activities are
ingredients that sustain pupils’ interest as they journey through this wonderful
phenomenon of making meaning from the marks in a book, billboard, etc.

POST – READING
According to Graves and Graves (2019), post-reading activities have several
purposes. They provide opportunities for pupils to synthesize and organize
information gathered from the text. They provide opportunities for pupils to evaluate
an author’s message and the quality of the text itself. They also provide opportunities
for teachers to evaluate pupils’ understanding of the text. Finally, they provide
opportunities for pupils to respond to a text in a variety of interesting ways that serve
as recapitulation activities, which stamp what pupils have read indelibly on their
minds.

2.3 Summary
Reading is the ability to extract information from printed marks in a book,
billboard, or on the ground. It is the key to knowledge. Thus, if a child is handicapped
as far as reading is concerned, he or she rarely learns anything at all. For modern
knowledge is principally acquired through books.
Karlin (2019) states that children’s poor reading performance can be attributed
to a lack of oral language acquisition. On his part, Haycraft (2019) attributes reading
difficulties of pupils to a lack of reading skills and techniques. He emphasizes that if
pupils are working on reading improvement, they should practice the skills of reading.
The home contributes to pupils’ reading difficulties. Karlin (2019) cites the
background, socio-economic, and cultural levels of parents. Their interests in books
and in their children’s progress are some of the home factors that impede reading.

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McNamara (2022) argues that pupils cannot read English Language because they
cannot read in their native language.
Most researchers propose that before any good reading lesson, there should be
pre-reading activity. The aim is to arouse interest in the reading process. There are
also during-reading activities, which the teacher must use to sustain the interest
created earlier in the pre-reading activities. Post-reading activities also serve as
recapitulation activities, which stamp what pupils have read indelibly on their minds.

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 CHAPTER THREE
METHODOLOGY
3.0 Introduction
This chapter describes the method used in carrying out the research. It deals
with the research design and procedures used in obtaining data for this study. Areas
covered include; Research Design, population sampling technique, Data Collection
procedure and intervention.

3.1 Research Design

This study is an Action Research and it is focused on solving problem or
informing individual and community-based knowledge in a way that impacts
teaching, learning, and other related processes. Action Research is an interactive
inquiry process that balances problem solving actions implemented in a collaborative
analysis or research to understand underlying causes enabling future predictions about
personal and organizational change. The research is designed to help improve English
Reading Skills among basic 4 pupils of Supomu Dunkwa Methodist School Basic “A”
The design report is based solely on information obtained from respondents
and it is devoid of bias and prejudices of the researcher.

3.2 Population and Sampling Technique

The target population is all the upper primary pupils of Supomu Dunkwa
Methodist School Basic “A”. However, the accessible population is the primary four
pupils of the named school.
Since this Action Research was based on the practical approaches to the
teaching of reading skills, I decided to use the whole class. This is referred to as a
purposive or judgmental counseling technique, Purposive Sampling is a form of Non-
Probability sampling in which researchers rely on their own judgement when
choosing members of the population to participate in their surveys. Purposive
Sampling allows the researcher to gather qualitative responses, which leads to better
insights and more precise research results. There were thirty – eight (38) pupils in the
class, made up of twenty girls and eighteen boys.

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3.3 Research Instruments
The instruments the researcher used to collect data for this study were;
Observation, Tests (Pre – test and Post – test) and class exercises.

Observation : At the diagnostic stage, the researcher observed the permanent class
teacher’s English reading lesson and that of his own to find out if basic 4 pupils of
Supomu Dunkwa Methodist School Basic “A” could read well. The researcher used
Systematic Obsevation (Utilizing an Observational Schedule, researchers observe
participants in order to count how often a particular phenomenon occur overtime)
during the Observation stage of the Action Research.

Test : The researcher conducted a pre-test to identify pupils’ difficulties in reading.

The test consisted of ten comprehension questions on a short passage from pupils’
English Course reading book. Pupils were given an hour to read the passage and
answer the questions. After the test, they were marked and scored accordingly. A
credit point was awarded for each correct answer with remarks like; above average
readers, average readers and below average readers. The marks were subsequently
recorded in the order in which their names were written in the admission register. The
researcher also conducted a post-test on the same passage after the implementation
stage to find out if there has been a positive change in pupils’ performances and the
effectiveness of the intervention.

Class Exercise : The researcher conducted class exercises at the implementation stage
to assess the progress made of English reading skills.

3.4 Intervention
The researcher used the ‘activity method’ to help improve reading skills
among the basic 4 pupils of Supomu Dunkwa Methodist School Basic “A”. The
‘activity method’ was applied to the teaching of vowel sounds, consonant sounds,
diagraphs, consonant blends, prefixes, suffixes and diphthongs. A period of eight
weeks was used for this activity. The researcher met the pupils four times a week and
a duration of one hour was devoted for each lesson.

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3.5 Implementation of Intervention
WEEKS: ONE AND TWO (RESEARCH QUESTION THREE WAS TREATED)
Topic: Vowel sounds
Materials: Word cards, card boxes and word chart.
Activities:
1. The researcher taught the pupils the sounds of English vowels ( a, e, i, o, u ) by
asking pupils to give undivided attention to the sounds. The researcher wrote
some words associated with / a / sound legibly on the chalkboard for pupils to
see and follow them up with the given sounds. Eg. / a / as in hat, cat, bat, mat,
sat etc.

2. The researcher asked students to pick word cards and match them with the
words on the chalkboard.
3. The researcher called out a word for the students to hear, showed them the
corresponding word card, and then asked them to write the word down.
4. The students were given small boxes containing word cards. The researcher
picked up words and held them for students to see and pronounce. As he
performed this activity, he allowed students to pick out words from their own
boxes.
5. The researcher hung a chart on the chalkboard with words and numbers.
Students picked cards with numbers from a box and pronounced the word on
the chart that corresponded to the number picked.

The researcher applied the same activities to teach the following vowel sounds.
 Short vowel sound ‘o’ as in pot, dog, frog, box, hot, not etc.
 Long vowel sound ‘o’ as in look, book, moon, soon, too etc.
 Short vowel sound ‘e’ as in tell, fell, sell, get, yes, net etc.
 Long vowel sound ‘e’ as in seem, sleep, sweep, seen etc.
 Long vowel sound ‘a’ as in ball, all, fall, call, hall etc.
 Short vowel sound ‘u’ as in bus, hut, cup, run, rub etc.
 Short vowel sound ‘i’ as in him, it, fit, sit, if, in etc.

When the researcher was sure that the pupils were familiar with the drills under
the vowel sound, the pupils were taught consonant sounds.

14
WEEKS: THREE AND FOUR (SECOND PART OF RESEARCH QUESTION
THREE WAS TREATED).
Topic: Consonant sounds
Material(s): Word cards
Activities:
1. The researcher taught the pupils four consonant sounds simultaneously. To do
this, the researcher pronounced each consonant sound several times for the
pupils to listen to, and then wrote each letter on the board.
2. The pupils listened attentively to the sound of each letter and associated them
with words.
For instance: B burn, blue, below, boat, ban etc.
C cow, car, cat, cane, coat etc.
D dig, did, deep, do, draw etc.
F fit, fat, faint, father etc.

The researcher used a variety of techniques to teach consonant sounds to

pupils. To help pupils learn words that begin with each of the consonants, the
researcher requested pupils to come out with their own examples of such words. The
researcher also used riddles to help pupils practice on the sounds associated with the
various consonants. For instance, the researcher would say “I am something that is in
every school and my name starts with the sound ‘b’. What am I?” and pupils would
respond with “book”.

The researcher also used games to assist pupils with consonant sounds. For
this purpose, the researcher constructed words on cards. On each card, he wrote a
consonant and showed it with a picture illustrating an object that typifies that
consonant, for instance, ‘b’ in the book and ‘c’ in a car. On the opposite side of the
card he printed the letters only. The researcher put the consonant letters on cards of
the same size and divided them into groups of ten each. He then laid out separate
groups of letters so that the pupils would see all ten at once. He then called out the
sounds of letters and pupils picked up the correct card to match the sound of the
letters

15
The researcher then introduces two and three-letter words to pupils. For example, t +
o  to, n + o  no, h + a + t  hat etc.
Pupils were asked to give their own examples. The researcher then introduced four,
five etc. letter words and he repeated the same process over and over. When the
researcher observed that pupils were conversant with the above activities, he
proceeded to teach diagraphs.

WEEK: FIVE (RESEARCH QUESTION FOUR WAS TREATED)

Topic: Diagraphs
Materials: Word cards, card box
Activities:

The researcher used a variety of techniques to teach pupils about diagraphs.

First, the researcher discussed with pupils using many examples to show them what
diagraphs are. Diagraphs are the combination of two letters that represent one speech
sound. For example, in the sentence “This is Portia’s photo. She will go to check the
mail. The coast is cold”, ‘ph’ in photo, ‘ai’ in mail and ‘oa’ in coast represent one
speech sound.
Next, the researcher placed word cards with diagraphs on them into a card
box. Pupils picked and pronounced them accordingly 2. The researcher then continued
to form words with diagraphs with pupils. For instance, dr + aw (draw), st + ay (stay),
pr + ay (pray) 1. Finally, the researcher asked pupils to give examples of words
containing diagraphs, which they did to perfection
(Refer to appendix for test items)

WEEK: SIX (RESEARCH QUESTION FIVE WAS TREADED)

Topic: Consonant blends
Materials: Word cards, card box.
Activities:
The researcher taught pupils about consonant blends, which are two or more
adjacent consonant sounds put together with each individual sound retaining its
identity. For example, ‘Sn’ as in Snail, ‘Bl’ as in Blade, ‘Pl’ as in Please etc.

16
To help pupils learn about consonant blends, the researcher wrote many consonant
blends on the chalkboard and pronounced them to the hearing of pupils. The
researcher also placed word cards with consonant blends on them into a card
box. Pupils picked and pronounced them respectively. The researcher then asked
pupils to write some words which contained consonant blends on the chalkboard. For
that week, the researcher assisted pupils to identify and pronounce consonant blends

(Refer to appendix for the test item)

WEEK: SEVEN (RESEARCH QUESTION SIX WAS TREATED)

Topic: Prefix and suffix
Material: Word cards
Activities:

The researcher taught pupils about prefixes and suffixes. Prefixes are groups
of letters fixed in front of the root of words. For example, ‘un’ as in unfortunate, ‘mis’
as in misunderstanding, ‘re’ as in reproduce. The researcher led pupils through the
pronunciation of prefixes and also helped them to identify them from word cards. He
then wrote some words on the chalkboard and pupils came up in turn to underline
prefixes in given words.
On suffixes, the researcher explained that they are groups of letters fixed at the end of
a word. For instance, ‘es’ as in boxes, ‘er’ as in faster, ‘ing’ as in singing, ‘ly’ as in
badly etc1. Pupils learnt the pronunciation of suffixes and identified suffixes from
words written on the chalkboard. The researcher then asked pupils to list as many
words as they could that have suffixes.

(Refer to appendix for test items)

WEEK: EIGHT (RESEARCH QUESTION SEVEN WAS TREATED)

Topic: Diphthongs

17
Materials: Word cards
Activities:
The researcher taught pupils about diphthongs, which are two adjacent vowels,
each of which is sounded. They are vowel symbols. For example, / ei / as in ‘bail’, / ai
/ as in ‘ice’ and / au / as in ‘rout’.
To help pupils learn about diphthongs, the researcher placed word cards with
diphthongs on them into a card box. Pupils picked and pronounced them
accordingly. The researcher then gave many examples of words with diphthongs on
the chalkboard. Individual pupils mentioned and wrote some words, which contained
diphthongs on the chalkboard.
(Refer to appendix for test items)

3.6 Administration of the Post – Test

After conducting interventional activities, the researcher conducted a post-test
for thirty-eight pupils. The post-test involved giving pupils the same passage used in
the pre-test from their English Course book to read and respond to ten comprehension
questions. The researcher conducted the post-test to find out whether the interventions
put in place had actually assisted the pupils to improve on their reading skills

3.7 Scoring the Post – Test

The research marked the post – test and scored it accordingly. He awarded a
credit point for each correct answer in the post – test with remarks like; above average
readers, average readers and below average readers.

3.8 Method of Data Analysis

The researcher analyzed the data under the research questions. He marked
their scripts out of 10 points in the pre – test as well as in the post – test. The post –
test was conducted after all the interventions have been administered. The researcher
classified those who scored 6 points and above as “above averages”, those who scored
5 points as “average reader” and those who scored below 5 points as “below average
readers”. The researcher drew tables for the results on pre – test and post – test.
Serial number of pupil pre – test post - test
01 4 10
02 3 10

18
03 2 7
04 0 6
05 4 9
06 7 10
07 4 9
08 2 5
09 3 8
10 2 5
11 1 6
12 8 10
13 3 8
14 2 5
15 6 10
16 1 6
17 1 7
18 3 8
19 0 6
20 2 7
21 4 8
22 9 10
23 3 6
24 6 10
25 8 10
26 3 7
27 3 10
28 2 6
29 7 10
30 6 10
31 4 8
32 4 6
33 8 10
34 5 9
35 4 6
36 4 8

19
 37 7 10
38 3 10

CHAPTER FOUR
RESULTS / FINDINGS AND DISCUSSIONS
4.0 Introduction

20
 This chapter deals with the findings and discussions on all data collected prom
the pre – test and post – test. The data collected are analyzed on the tables below.

4.1 Tabular Findings

TABLE 1: RESULTS OF PUPILS’ PERFORMANCE IN THE PRE – TEST

Serial number of pupils Pre – test scores Remarks

01 4 below average
02 3 below average
03 2 below average
04 0 below average
05 4 below average
06 7 above average
07 4 below average
08 2 below average
09 3 below average
10 2 below average
11 1 below average
12 8 above average
13 3 below average
14 2 below average
15 6 above average
16 1 below average
17 1 below average
18 3 below average
19 0 below average
20 2 below average
21 4 below average
22 9 above average
23 3 below average
24 6 above average
25 8 above average
26 3 below average
27 3 below average

21
 28 2 below average
29 7 above average
30 6 above average
31 4 below average
32 4 below average
33 8 above average
34 5 average
35 4 below average
36 4 below average
37 3 below average
38 7 above average

Table 1 displays the scores of each of the 38 pupils who participated in the
pre-test to find out if pupils have reading difficulties. The outcome of the pre-test
shows that 10 pupils, representing 26.3% of the class, scored above the average mark
of 5. However, nobody scored the maximum mark of 10 points in the test. Only 1
pupil, representing 2.6% of the class, scored the average mark of 5. Those who scored
below the average mark were 27, representing 71.1% of the total class population,
depicting clearly that majority of the pupils had reading problems 1. The mean score
for all the 38 pupils was just 3.9, indicating that majority of the pupils have reading
difficulties

TABLE 2: RESULTS OF PUPILS PERFORMANCE IN THE POST – TEST

Serial number of pupils Post – test scores Remarks

01 10 above average
02 10 above average
03 7 above average
04 6 above average
05 9 above average
06 10 above average
07 9 above average
08 5 average

22
 09 8 above average
10 5 average
11 6 above average
12 10 above average
13 8 above average
14 5 average
15 10 above average
16 6 above average
17 7 above average
18 8 above average
19 6 above average
20 7 above average
21 8 above average
22 10 above average
23 6 above average
24 10 above average
25 10 above average
26 7 above average
27 10 above average
28 6 above average
29 10 above average
30 10 above average
31 8 above average
32 6 above average
33 10 above average
34 9 above average
35 6 above average
36 8 above average
37 10 above average
38 10 above average

The data in table 2 depicts the outcome of the post – test conducted after all
the interventional activities had been administered. The researcher conducted the post

23
– test to know how helpful and effective the interventions put in place have been to
pupils.
As shown in the data, 35 pupils representing 92.1% scored above the average
mark of 5 with 14 pupils representing 36.8% of class population scoring all the 10
points.
The average readers were 3 pupils representing 7.9% of the entire class
population. None of the pupils scored below the average mark of 5. The mean score
for the post – test was 8.1

TABLE 3: COMPARISON OF THE RESULTS OF PUPILS’ PERFORMANCE

IN THE PRE – TEST AND THE POST-TEST.

Serial number of pupil Pre – test scores Post – test scores

01 4 10
02 3 10
03 2 7
04 0 6
05 4 9
06 7 10
07 4 9
08 2 5
09 3 8
10 2 5
11 1 6
12 8 10
13 3 8
14 2 5
15 6 10
16 1 6
17 1 7
18 3 8
19 0 6
20 2 7
21 4 8

24
 22 9 10
23 3 6
24 6 10
25 8 10
26 3 7
27 3 10
28 2 6
29 7 10
30 6 10
31 4 8
32 4 6
33 8 10
34 5 9
35 4 6
36 4 8
37 7 10
38 3 10

The researcher compared the two results to ascertain the level of pupils’
performance in the pre – test and after all the interventional activities. The various
data show a great improvement in the general performance of pupils.
In the pre – test, only 10 pupils representing 26.3% of the population of the class
scored 6 points and above and they were classified as the above average readers.
However, in the post – test, the number increased tremendously to 35 pupils
representing 92.1%; a difference of 25 pupils representing 65.8% of class population.
Also, 1 pupil scored the average mark of 5 in the pre – test but in the post –
test the figure rose to 3 pupils representing 7.9% of the class population. As many as
27 pupils typifying 71.1% of the class population scored below the average mark of 5
in the pre–test but in the post–test, the number of pupils reduced drastically to zero.
The mean score for the post–test was 8.1 which was an improvement over that of the
pre–test of 3.9. Nobody scored all the maximum points of 10 in the pre–test, but as
many as 14 pupils representing 36.8% scored all the 10 points in the post–test. Serial
number 19 scored zero in the pre–test but recorded 6 points in the post–test, which
was a mark for an above-average reader. It was therefore, clear that, pupils who had

25
recognition and reading problems in the pre–test improved in the post–test. Though
the results obtained were not subjected to vigorous statistical analysis, they stand out
clearly that an appreciable number of pupils passed the cut-off point of 5 points and
above, pronouncing two, three, four etc. words when reading.

TABLE 4: FREQUENCY DISTRIBUTION OF PRE – TEST AND

POST – TEST SCORES.

Pre – test Frequency Percentage Post – test Frequency

Percentage
scores (%) scores (%)
0 2 5.3 0 0 0
1 3 7.9 1 0 0
2 6 15.8 2 0 0
3 8 21.0 3 0 0
4 8 21.0 4 0 0
5 1 2.6 5 3 7.9
6 3 7.9 6 8 21.0
7 3 7.9 7 4 10.5
8 3 7.9 8 6 15.8
9 1 2.6 9 3 7.9
10 0 0.0 10 14 36.8

The data above shows the frequency distribution of both pre–test and post–test
scores. The data affords us the opportunity to know the number of pupils and their
scores in a particular mark in both tests. Again, it also gives the corresponding
percentages of the various scores on the frequency.
A close look at the table reveals that 27 pupils representing 71.1% scored
below the average mark of 5 with 2 pupils scoring zero, in the pre – test. However, in
the post – test, none of the pupils scored below the average mark of 5. Thus, the
drastic reduction in the number of pupils who scored below the average mark in the
post – test depicts great improvement in pupils reading skills.
Concerning the average mark of 5, it could be noticed that only 1 pupil
representing 2.6% of the class population obtained the average mark in the pre – test

26
while 3 pupils representing 7.9% of the entire class population scored the same mark
in the post – test.
Again, as many as 35 pupils representing 92.1% of the total population of the
class scored 6 points and above in the post–test depicting and increase of 25 pupils,
thus representing 65.8% of class population over and above that of the pre – test
which, saw only 10 pupils typifying 26.3% of the class population scoring 6 marks
and above.
Comparing the individual marks, obtained by pupils in both tests, it could be
seen that 1 pupil cored the average mark of 5 in the pre – test while in the post – test,
the number increased to 3 showing an improvement over and above that of the pre –
test but in the post – test, the number of pupils increased to 4. Again, in the pre – test,
3 pupils cored 8 marks each, with 1 pupil scoring 9 marks and none scoring the
maximum mark of 10. However, 6 pupils scored 8 marks each with 3 pupils scoring 9
marks each and as many as 14 pupils scored the maximum mark of 10 in the post –
test depicting tremendous improvement over and above that of the pre – test.

TABLE 5: PRE – TEST AND POST – TEST SCORES

Serial Number Pre – test score Post – test score

of pupils. (x1) (x2)
01 4 10
02 3 10
03 2 7
04 0 6
05 4 9
06 7 10
07 4 9
08 2 5
09 3 8
10 2 5
11 1 6
12 8 10
13 3 8
14 2 5

27
 15 6 10
16 1 6
17 1 7
18 3 8
19 0 6
20 2 7
21 4 8
22 9 10
23 3 6
24 6 10
25 8 10
26 3 7
27 3 10
28 2 6
29 7 10
30 6 10
31 4 8
32 4 6
33 8 10
34 5 9
35 4 6
36 4 8
37 7 10
38 3 10

TABLE 6: COMPUTATION OF DEVIATION, MEAN DEVIATION,

STANDARD DEVIATION AND T – TEST VALUES.

Serial Pre – test Post – test x2 - x1 d–d (d – d)2

Number score (x1) score (x2) (d)
01 4 10 6 1.8 3.24
02 3 10 7 3.8 7.84
03 2 7 5 0.8 0.84
04 0 6 6 1.8 3.24

28
05 4 9 5 0.8 0.64
06 7 10 3 -1.2 1.44
07 4 9 5 0.8 0.64
08 2 5 3 -1.2 1.44
09 3 8 5 0.8 0.64
10 2 5 3 -1.2 1.44
11 1 6 5 0.8 0.64
12 8 10 2 -2.2 4.84
13 3 8 5 0.8 0.64
14 2 5 3 -1.2 1.44
15 6 10 4 -0.2 0.04
16 1 6 5 0.8 0.64
17 1 7 6 1.8 3.24
18 3 8 5 0.8 0.64
19 0 6 6 1.8 3.24
20 2 7 5 0.8 0.64
21 4 8 4 -0.2 0.04
22 9 10 1 -3.2 10.24
23 3 6 3 -1.2 1.44
24 6 10 4 -0.2 0.04
25 8 10 2 -2.2 4.84
26 3 7 4 -0.2 0.04
27 3 10 7 2.8 7.84
28 2 6 4 -0.2 0.04
29 7 10 3 -1.2 1.44
30 6 10 4 -0.2 0.04
31 4 8 4 -0.2 0.04
32 4 6 2 -2.2 4.84
33 8 10 2 -2.2 4.84
34 5 9 4 -0.2 0.04
35 4 6 2 -2.2 4.84
36 4 8 4 -0.2 0.04
37 7 10 3 -1.2 1.44
38 3 10 7 2.8 7.84

29
 Σ x1=148 Σ x2=306 Σd=158 Σ(d - d)2=87.12

x1: Pre –test scores

x2: Post – test scores
x1: Mean of the pre – test scores
x2: Mean of the post – test scores
d: Difference between individual pre – test and post – test scores
d: Mean difference (Deviation between individual pre – test and post – test scores).
n: Number of subjects (Pupils)
S.D: Standard deviation of difference between individual pre – test and post – test
scores.

x1 (Mean of the Pre-test Scores) = Σx1 (Sum of the Pre-test scores) = 148 = 3.9
n (Number of Subjects) 38

x2 (Mean of Post-Test Scores) = Σx2 (Sum of Post-Test Scores) = 306 = 8.1

n (Number of Students) 38

d (Mean Difference) = Σd (Sum of Difference) = 158 = 4.2

n (Number of Students) 38

S.D = Σ(d – d)2 = 87.12 = 1.5

n 38

T (Test Value)= d (Difference) = 158 = 105

S.D (Standard Deviation) 1.5

The above table shows the mean of the Pre-Test scores of the learners (3.9),
mean of the Post-Test scores (8.1), mean difference of the Post-Test Scores and the
Pre-Test scores of the learners (4.2), Standard Deviation (1.5) and the Test Value of
the scores of the learners (105).

TABLE 7: MEAN SCORE OF PRE – TEST AND POST – TEST

30
 Test Mean score
Pre – test 3.9
Post – test 8.1

The above table illustrates the mean scores of the two tests conducted during
the intervention stage of the Action Research being the Pre–Test and the Post–Test.
From the table, it is seen that the mean score for the Pre–Test is 3.9 while that of the
Post–Test is 8.1, depicting an increase of 4.2 which proves that learners improved
tremendously upon their performance in the Post–Test after a poor performance in the
Pre–Test.

4.3 Chapter Summary

TABLE 8: MEAN DEVIATION, STANDARD DEVIATION AND T – VALUE
OF THE PRE - TEST AND POST – TEST SCORES

Mean Deviation Standard Deviation T – value

4.2 1.5 105

The table above gives us information on mean deviation (the difference

between the mean of the post–test and pre–test), standard deviation and t – value.
Looking at the table, the mean deviation of the post–test and the pre–test is 4.2
proving the effectiveness of the interventions administered. In addition, the values of
standard deviation and t-value are 1.5 and 105 respectively.

CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION

31
5.0 Introduction
This chapter summarizes the entire study, presents conclusions, and makes
recommendations.

5.1 Summary
I had my ‘EXTENDED OFF CAMPUS TEACHING PRACTICE’ at Supomu
Dunkwa Methodist School Basic “A”. I taught in basic four (4) with a total
enrollment of thirty-eight pupils. In the course of the program, I realized that about
80% of upper-primary pupils could not read well. Since I was assigned to teach basic
four (4), I arrived at a decision to assist the pupils in my class. I, therefore, put in
place interventional strategies to assist them in improving their reading skills.
The main objective of this research was to improve on English Reading Skills
among basic 4 pupils of Supomu Dunkwa Methodist School Basic “A”. To achieve
this objective, the researcher employed the “activity method” as an aid in the
interventions. The researcher conducted pre–test and post–test for all the thirty-eight
pupils in the class after all the interventional activities had been carried out. The
findings have been summarized below.
The question as to whether vowel and consonant sounds could help pupils to
improve their reading skills has been answered in the affirmative. Jeffery and Samuel
(2019) state that knowledge of vowel and consonant sound correspondence has a
positive effect on reading skills. According to Peregoy (2017), the purpose of
consonant blends is to help pupils to recognize words independently. The formation
of prefixes and suffixes also had a positive impact on pupils’ performance. Moreover,
the formation of diagraphs and diphthongs also helped pupils to improve their reading
skills.

5.2 Conclusion
In conclusion, it can be envisaged that the high number of correct responses
which came out of the data obtained, especially after the post–test had been
administered as a result of the interventions instituted.
Therefore, one cannot underestimate the significance of vowel sounds,
diagraphs, consonant blends, prefixes and suffixes as well as diphthongs in the
teaching of reading in basic school. It can, therefore, be said emphatically that the

32
interventions instituted were very effective. This, therefore, reflects positively on the
objectives, and purpose and provides answers to the research questions.

5.3 Recommendation
The researcher made these suggestions based on the study's findings.
To begin with, reading sessions at school should teach pupils how to recognize
and pronounce words with complex sounds, such as diphthongs, diagraphs, and
consonant blends. This can be done through phonetic exercises and games. Head
teachers should also provide regular training for teachers on how to teach phonetics
effectively.
Teachers should help pupils expand their vocabulary, as this can motivate
them to read more. They should also teach pupils how to blend sounds to form words,
as many pupils struggle with this skill.
Pupils who are afraid of reading should practice reading the same text multiple
times, as this can improve their word recognition, fluency and comprehension. The
texts they read should match the phonetic lessons they learn. Teachers should also use
teaching aids, such as pictures and charts, to make reading more engaging and
meaningful.
Teachers should use pre-reading activities, such as asking questions or making
predictions, to stimulate pupils' interest and curiosity in reading.
Teachers should master the sounds of the English alphabet and teach them to
their pupils so that they can imitate them correctly. This is the key to learning any
language, according to Christophersen (2016).
Only qualified and experienced teachers should teach the first two grades of
lower primary, as this is a crucial stage for pupils to learn the basics of language.

REFERENCES

33
Agyenim, B. C. (2019). Reading Habits of Children in BASIC 4 in some schools. A
dissertation submitted to the Faculty of Education. Unpublished, U.C.C, Cape
Coast.
Anderson, J.C. and Urguhart, A.H. (2020). Reading in a Language. Longman,
London.
Cross, D. (2022). A Practical Handbook of Language Teaching. London; PrenticeHall
International (U.K.) Limited.
Dawson, A.M. et al (2015). Language for Daily Use. Harcout, Bruce and World, Inc.,
U.S.A
Doff, A. (2021). Teach English. Trainer’s Handbook, Cambridge University Press.
Fry, E. (2019). Teaching Faster Reading. A manual, Cambridge University Press.
Graves, B.B. and Graves, M.F. (2019). Scafold Reading. UKRA 1995 Blackwell
Publishers, 108 Cowley Road Oxford.
Hafner, L.E. (2019). Improving Reading in Secondary Schools. Macmillan Publishing
Company, New York.
Nasr, R.T. (2018). Teaching and Learning English. Beinut College, Beinut London.
Parratt, E. (2020). Effective Teaching. A Practical Guide to Improving Your
Teaching. Longman Group Limited.
Peregoy, F.S. (2017). Reading, Writing and Learning in F.S.L. Long to Bank Street
Plains, N.Y. 10606.
Sackeyfio, N.A. (2016). Let’s Teaching English, Accra: Pedacom.
Samuels, S.T. and Jeffery, V. (2019). Effects of Word Association On Reading Speed
Recatt, Quessing Behaviour on Text. Journal of Education Psychology. New
Orleans.
Tsadidey, S.W.K. (2016). Comprehensive Guide to English Methods For Teachers in
Training, Kumasi Payless.
Yemeh, P. K. (2018). Technique of Teaching Language Skills. Unpublished,
U.C.E.W.

34
 APPENDIX A
PRE – TEST AND POST – TEST PASSAGE.
Read the passage below and answer the questions that follow.

LOST AFRICAN
Yesterday I was African
Today I am lost
In the womb of un geographical forest
How awful, how awful, how awful
My roots are dispersed
Oh mother!
My braids, I can’t feel my beads too
Lend me, lend me, lend me
Please a mirror
To confirm my African image
Yesterday I was African
Today I am lost
Tomorrow I will be in the land of the lost
Before I lose my identity
Before I throw away my kente cloth
Let me dance to my favourite Kpanlogo song.

1. The speaker was African. True / False

2. Where does the speaker get lost?
3. What has happened to the roots of the speaker?
4. Write one of the things the speaker cannot feel.
5. What thing does the speaker ask to be given to?
6. Why did the speaker ask for a mirror?
7. Where will the speaker be tomorrow?
8. The speaker is likely to lose her identity. True / False
9. What kind of cloth the speaker is likely to throw away?
10. What is the favourite song of the speaker?

35
 APPENDIX B
CLASS EXERCISE CONDUCTED ON CONSONANTS BLEND
Read and underline any word, which contains consonant blend in following sentences.
1. The white man was very pleased with the black man.
2. She was afraid to break the law.
3. Ghana will play Japan in a friendly football match tomorrow.
4. All their plans failed.
5. The car knocked down Philip in front of our house.
6. She likes wearing green dress.
7. The poor girl screamed for help.
8. Our pastor always asks God to bless the nation.
9. The child is afraid of snails.
10. I am Glad to be at home

APPENDIX C
CLASS EXERCISE CONDUCTED ON DIAGRAPHS
Read and underline any word that contains a diagraph in the sentence below.
1. That’s Portia’s photo
2. He likes drawing all the time
3. Our school team always plays good football.
4. She is in charge of checking the mail each day.
5. Isaac always gives wrong answers in class.
6. The teacher brought many things to the town.
7. The coast is cold.
8. She was looking for her white shirt.
9. Where is the photographer?
10. Children like praying with toys.

36
 APPENDIX D
CLASS EXERCIES CONDUTED ON PREFIXES AND SUFFIXES
Read and underline the prefixes in the sentences below.
1. His uncle has misused the money.
2. The pupils felt unhappy when they offended the teacher.
3. The armed robbers disappear with the money.
4. She is very ungrateful.
5. He was told to recopy the notes again.
Read and underline the suffixes in the sentence below.
6. The thief quickly ran out of the house
7. The woman was highly recommended.
8. These girls are doubtful when it comes to telling the truth.
9. He likes singing and dancing.
10. She always tries to make baseless argument.

APPENDIX E
CLASS EXERCISE CONDUCTED ON DIPHTHONGS
Read and underline any word that has a diphthong in the sentences below
1. The southern states are holding a meeting.
2. Some oils are not good for our health.
3. He has pledge to score three goals for Ghana.
4. Snakes always coil when asleep.
5. They are about to visit the queen.
6. Never go near the roaring lion.
7. The bad nature of the soil has affected crop production
8. He is to appear before the high court.
9. They were arrested for stealing cocoa beans.
10. Ask them to be scatted, please?

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