Children’s inability to read properly is an immense issue in Ghana. The inability to read causes pupils to feel insufficient, parents to feel like they have wasted their money on tuition, teachers to feel incapable of success and the... more
Children’s inability to read properly is an immense issue in Ghana. The inability to read causes pupils to feel insufficient, parents to feel like they have wasted their money on tuition, teachers to feel incapable of success and the nation to have a low literacy rate.
Five (5) pupils in Synclaire International School were unable to read properly. They would read the simple words that they could, while ignoring those that they could not by replacing them with imaginary words. This prevented them from understanding text they had read, and from pronouncing new words they found.
The researcher used repetitive reading as well as the metacognitive approach (involving total concentration on the subject matter being read, to improve comprehension) to improve the pupils’ situation. The successful completion of the study proved that repetitive reading, and the metacognitive theory of reading, did improve the reading skills of the pupils. With their problem solved, the pupils are better at reading text and deciphering new words, as well as understanding whatever they have successfully read. It is recommended that educators discuss and share ideas in stories with pupils before, during and after reading.
Purpose: The purpose of this study is to investigate teacher perceptions and strategies in dealing with physical aggressive behaviours among children in early childhood centres in the Bolgatanga Municipality. Methodology: A mixed-methods... more
Purpose: The purpose of this study is to investigate teacher perceptions and strategies in dealing with physical aggressive behaviours among children in early childhood centres in the Bolgatanga Municipality. Methodology: A mixed-methods sequential exploratory design was chosen for this study. Data collection instruments included structured interview conducted for ten (10) headteachers from ten circuits and questionnaire for one hundred and twenty (120) for teachers, all purposively selected from sixty (60) early childhood centres. Findings: The findings confirmed positive and supportive relationship between teacher and children and their families is essential for dealing with physically aggressive behaviours. Unique contribution to Theory, Practice and Policy: The researcher recommended that there is the need to work collaboratively with school authorities and families of children to minimize the occurrence and impact of physically aggressive behaviours in their centers. The study ...
