Factors Affecting Reading Performance of Primary Four School Children: The Case of University Practice School (South Campus) Winneba, Ghana.

Evelyn Susuana Ayorkor Asumang

Issue: Vol.1  No.2 June 2020  Article 1 pp. 39-47
DOI : https://doi.org/10.38159/jelt.2020061   |   Published online 16th June 2020.
© 2020 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

49 Downloads

This study examines the inhibiting factors affecting reading as a medium of instruction for primary four pupils in the University Practice Primary School (UPPS) at Winneba. Unfortunately, reading which is supposed to be a medium of communication had rather become a challenge by the aforementioned pupils. In this study, both quantitative and qualitative designs have been applied to address this gap. The findings of the study revealed that out of the thirty-two pupils tested, using the 100 high-frequency words for word recognition, only four (4) pupils attained a mastery level of 80%. Thus, rendering the remaining pupils as poor readers. The study recommends that pupils with reading difficulties may need more periods on the academic time table to read in order to overcome their problems. Furthermore, teachers must give much attention to pupils with such challenges.

Keywords: Reading, reading performance, Reading challenges, Teaching approaches.

Bader, L. A., Bader Reading and Language Inventory (4th ed.) Columbus OH: Merrill Prentice Hall, 2002.


Boison, N. C. Development and uses of a 100 High Frequency Sight Words Recognition List for Children with reading failure: in A. E Ama (ed.), Reading for all in Africans: Building Communities where Literacy Thieves. Newark, DE: International Reading Association. (2005), 76-79.


Boison, N. C. Identification and Remediation of Reading Difficulties (Dyslexia) of Primary School Children in Winneba, Ghana. International Journal of Multicultural Education. No. (1) (2007):113-126.


Briton, J. N. Language and the nature of learning: an individual perspective: In J. R. Squire, (ed.). The Teaching of English Chicago: University of Chicago Press, 2002.


Chief Examiners’ Report. Basic Education Certificate Examination. Accra: The West African Examination Council, 2006.


Cramer, R. L. Creative Power: The Nature and Nurture of Children’s Assessment in Reading and Writing. New York: Addison Wesley Longman, 2001.


Cramer, R. L. The Language Arts: A Balanced Approached to Teaching Reading, Writing, Listening, Talking and Thinking. New York: Pearson Education Inc., 2004.


Donani, C. & Avoke, M. (1996). Children with Learning Disabilities in J.S.S. 1, Winneba Township; Ghanaian Journal of Special Education. 3(1), 64-73.


Etsey, K. “Causes of low academic performance of primary school pupils in the Shama Sub- Metro of Shama Ahanta East Metropolitan Assembly (SAEMA) in Ghana”, in proceedings of the Reginal Conference on Education in West Africa, 2005


Hook, S., Education for modern man: Wipf and Stock Publishers, 2020


Lomax, G. R. and McGee, L. M., Young Children’s Concepts about Print and Reading (New York City,1987).


Oyetunde, J. U., (Ed)., Helping Children Become Good Readers: A Guide for Parents and Teachers. Jos: P.P Reading Association of Nigeria, 2000.


Vygotsky, S. L., Thought and Language. Cambridge, MA: MIT Press, 1962.

Evelyn Susuana Ayorkor Asumang(MPhil) is a Tutor and Head of Department at the Presbyterian College of Education, Akropong-Akuapem. She is a PhD Candidate in Special Education at the University of Education, Winneba, Ghana. Email:anglowevelyn20@gmail.com

Asumang, Evelyn S. A. “Factors Affecting Reading Performance of Primary Four School Children: The Case of University Practice School (South Campus) Winneba, Ghana.” Journal of Education and Learning Technology 1, no.2 (2020): 39-47. https://doi.org/10.38159/jelt.2020061

© 2020 The Author(s). Published and Maintained by Noyam Publishers. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).