Title

Investigating the instructional strategies teachers use in teaching reading comprehension: a case of a public secondary school in Luwero district, Uganda

Date of Award

12-2016

Document Type

Dissertation

Degree Name

Master of Education (MEd)

First Supervisor/Advisor

Mary Oluga

Second Supervisor/Advisor

Dr. Nipael Mrutu

Department

Institute for Educational Development, East Africa

Abstract

Teaching Reading Comprehension is a key element for learners learning ELS in secondary schools because they need to read to learn. In order for learners to read for comprehension, teachers are expected to apply explicit comprehension instruction that equips learners with reading strategies that they use while reading English language texts. However research shows that most teachers who say they have reformed models in teaching reading comprehension still use the traditional instructional approach. Most teachers of English in Uganda dominate most parts of the lesson while teaching ELS hindering learners with reading difficulties from engaging in activities that will provide them opportunity to make meaning out of the texts they are reading. This research study was a qualitative case study designed to investigate the instructional strategies teachers use to ensure that learners read for comprehension in a form two secondary school classroom in Luwero District, Uganda. Data collection methods used was: observation, document analysis, focus group discussion and teacher’s interview. The results from the study indicate that the teacher used few instructional strategies to teach learners reading comprehension since the lesson was mostly teacher- centred. Consequently, the learners extracted meaning from the passages they were reading rather than constructing meaning out of the texts they were reading. From this study, information gathered shows that there was minimal learning taking place during reading comprehension lessons since learners were not provided with strategies that would help them read to learn. Teachers had inadequate knowledge about teaching reading strategies to learners which could help them comprehend texts. The study recommends that teachers attend workshops and professional development courses to acquire new knowledge and adopt new methods that engage learners in meaningful reading during the learning of reading comprehension.

This document is available in the relevant AKU library

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