ENHANCING READING ABILITIES IN A LEARNING ENVIRONMENT: INSIGHTS FROM UGANDA’S ELEMENTARY SCHOOLS

Kwagala  Kaana; Nampijja Florence  Kirabo; Abdu Juma Wamaungo; Muwaga  Musa

doi:10.22460/empowerment.v12i2.4132

Authors

Kwagala Kaana Team University, Uganda
Nampijja Florence Kirabo Team University, Uganda
Abdu Juma Wamaungo Kyambogo University
Muwaga Musa Team University, Uganda

DOI:

https://doi.org/10.22460/empowerment.v12i2.4132

Keywords:

Reading skills enhancement, Primary school education, Learner performance, Curriculum development

Abstract

This study examines the strategies of enhancing reading abilities among elementary school learners. Focusing on primary schools in Kayunga district, it employs qualitative research methods and a case study design involving nine schools. Through literature review, observations, interviews, document analysis, and focused group discussions, the study explores the causes of poor reading abilities, teaching models, and effective strategies for enhancing reading skills. The findings underscore factors such as limited access to suitable reading materials, insufficient parental support, and cultural mismatches in content. Teaching models identified include the bottom-up, top-down, and interactive approaches. The study suggests strategies like developing engaging non-textbook reading materials, establishing readers' clubs, and incorporating localized content. It recommends redesigning the national curriculum to prioritize reading engagement, assessing reading skills, ensuring consistent reading activities, effective supervision, parental involvement, and creating conducive reading environments. The research underscores the importance of targeted strategies, pedagogical innovation, and collaborative efforts to address the challenge of subpar reading abilities among primary school learners in Kayunga district.

References

Abadzi, H. (2006). Efficient Learning for the Poor: Insights from the Frontier of Cognitive Neuroscience. Washington, D.C.: World Bank.

Bean, R. M. (2004). The reading specialist: Leadership for the classroom, school and community. New York: The Guilford Press.

Brown, J. P. (2021). Archival Theater: Susan Howe's Tactile Elegies. Tulsa Studies in Women's Literature, 40(2), 307-332.

Creswell, J. W. (2008). Educational research: Planning, conducting, and evaluating quantitative and qualitative research, 3rd ed. Upper Saddle River, N.J.: Pearson/Merrill. Prentice Hall.

Darrel, M. (2005). The Howard Street Tutoring Manual: Teaching at-risk readers in the primary grades. London: Guilford Press.

Davenport, T. (2002). South Africa: A Modern History, 2nd Edition, Johannesburg: Macmillan.

Davin, R., & Van Staden, C. (2005). The reception year: Learning through play. Heinemann: S.A.

Dilshad, R. M., & Latif, M. I. (2013). Focus group interview as a tool for qualitative research: An analysis. Pakistan Journal of Social Sciences, 33(1), 191-198.

Gillet, J. W., Temple, C., & Crawford, A. (2012). Understanding Reading Problems: Assessment and Instruction. Boston: Pearson.

Gillies, R. M. (2004). The effects of cooperative learning on junior high school students during small group learning. Learning and instruction, 14(2), 197-213.

Howie, S. J., Venter, E., & Van Staden, S. (2008). The effect of multilingual policies on performance and progression in reading literacy in South African primary schools. In S. J. Howie & T. Plomp (Eds.), Reading achievement: International perspectives from IEA's progress in international reading literacy studies (PIRLS). Education Research and Evaluation, 14(6), 551-560.

Hugo, A. J. (2010). Foundation Phase teachers: The battle to teach reading. Journal for language teaching, 44(2), 133-143.

Johnson, E. S., Pool, J., & Carter, D. R. (2013). Screening for reading problems in Grade 1 through Grade 3: An overview of select measures. Retrieved from http://www.rtinetwork.org

Landsberg, E., Kruger, D., & Nel, N. (Eds.). (2005). Addressing barriers to learning: A South African perspective. Pretoria: Van Schaik.

Leedy, P. D., & Ormrod, J. E. (2005). Practical research: Planning and design, 8th ed. Saddle River, N.J.: Pearson Education.

Lonigan, C. J., Purpura, D. J., Wilson, B., Walker, P. M., & Menchetti, C. (2012). Evaluating the component of an emergent literacy intervention for pre-school children at risk for reading difficulties.

Lovett, M. W., Steinbach, K. A., & Frijters, J. C. (2000). Remediating the core deficits of developmental reading disability: A double – deficit perspective. Journal of learning disabilities, 33(4), 338-358.

Martin, D., Martin, M., & Carvalho, K. (2008, January/February). Reading and learning-disabled children: Understanding the problem. The Clearing House: Heldref publications.

McMillan, J. H., & Schumacher, S. (2006). Research in education: A conceptual introduction, 6th ed. New York: Longman.

Mouton, J. (2005). How to succeed in your master’s and doctoral studies: A South African guide and resource book. Pretoria: Van Schaik.

Nalusiba, P. (2010). Strategies for the development of a reading culture in Uganda Primary Schools: Case study of four selected Universal Primary schools in Kampala District. Makerere University press.

Nel, N. M., & Hugo, A. (Eds.). (2012). Learner support in a diverse classroom: A guide for foundation, Intermediate, and Senior phase teachers of language and mathematics. Van Schaik: Pretoria.

Norton, D. E. (2007). Literacy for Life. Boston: Allyn and Bacon.

Oberholzer, B. (2005). The relationship between reading difficulties and academic performance among a group of Foundation Phase learners. A master's thesis, University of Zululand.

Onwuegbuenzi, A. J., & Leech, N. L. (2005). Sampling designs in qualitative: Making the sampling process more public. Paper presented at the annual meeting of the Southwest Educational Research Association, February 9-12, New Orleans, L.A.

Russell, G., & Santoro, L. (2006). Advances in research on teaching students who experience difficulties in learning: Grappling with the issue of access to the general curriculum 1. The SAGE Handbook of Special Education. SAGE Publications.

Sadker, M. P., & Sadker, M. S. (7th ed.) (2005). Teachers, Schools, and Society. London: McGraw-Hill.

Schmidt, R. J., Rozendal, M., & Greenman, G. (2002). Reading instruction in the inclusion classroom: Research-based practices. Remedial and special education, 23(3), 130-140.

Temple, O., Ogle, D., Crawford, A., & Freppon, P. (2005) (2nd ed.) All Children Read: Teaching for literacy in today’s diverse classrooms. New York: Pearson.

Thanh, N. C., & Thanh, T. T. (2015). The interconnection between interpretivist paradigm and

Torgesen, J. K. (2000). Individual differences in response to early intervention in reading: The lingering problem of treatment resistors. Learning disabilities research & practice, 15(1), 55-64.

Vaughn, S., Wanzek, J., Woodruff, A. L., & Thompson, S. (2007). Evidence-based reading practices for students with reading difficulties. Retrieved from http://oasis.unisa.ac.za/search~SI/aWANZEK+j/1%2CI%2C2%2CE/fra.

Vygotsky, L. S. (1978). The role of play in development. Taylor & Francis.