UNIVERSITY OF EDUCATION, WINNEBA

FACULTY OF EDUCATIONAL STUDIES

DEPARTMENT OF BASIC EDUCATION

USING ACTIVITY METHODS SUCH AS GAMES, RIDDLES, AND LOOK AND SAY
IN TEACHING VOWEL SOUNDS, CONSONANT SOUNDS, DIAGRAPHS,
DIPHTHONGS, PREFIXES AND SUFFIX TO IMPROVE READING SKILLS AMONG
KANSAWORODO CATHOLIC BASIC SCHOOL.

BY

AGBOLI VERONICA
200021515

AN ACTION RESEARCH PRESENTED TO THE DEPARTMENT OF BASIC EDUCATION OF THE

UNIVERSITY OF EDUCATION, WINNEBA, GHANA, IN PARTIAL FULFILMENT OF THE

REQUIREMENTS FOR THE AWARD OF BACHELOR OF EDUCATION DEGREE IN BASIC

EDUCATION

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 DECLARATION
Declaration of Candidate
I, AGBOLI VERONICA declare that this research entitled, “USING ACTIVITY METHODS
SUCH AS GAMES, RIDDLES, AND LOOK AND SAY IN TEACHING VOWEL
SOUNDS, CONSONANT SOUNDS, DIAGRAPHS, DIPHTHONGS, PREFIXES AND
SUFFIX TO IMPROVE READING SKILLS AMONG KANSAWORODO CATHOLIC
BASIC SCHOOL.” is my own work and to the best of my knowledge, it bears no material
previously published by another person nor material which has been accepted for the award of
any other degree of the university, except where due acknowledgement has been made in the
text.

………………………….......... …...……………………
Signature of Candidate Date

Declaration of Supervisor
I, Mrs. Diana Adjie-;Fianko hereby declare that the preparation of this project work was

supervised in accordance with the guidance laid down by the University of Education, Winneba.

………………………………...… ..…………………………

Signature of Supervisor Date

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 DEDICATION

Firstly, i dedicate this research to the Almighty God who has given me the strength and guidance to
reach this far. Secondly, to my lovely parent, Vincentia Norvinyo and Atta Agboli who supported
financially and in prayers.

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 ACKNOWLEDGEMENT

First of all I will express sincere gratitude to God Almighty for guiding me through my difficult

moments and bringing this research to life. It is He, who granted me the wisdom and knowledge

that I needed and directed me to the right people for information and assistance to help me do

this research work.

I will also express sincere gratitude to my supervisor, Mrs Diana Adjei- Fianko who accepted my

topic in the first place to be researched into. I thank her for her guidance and directing me with

his in depth knowledge to make this research a successful one.

I will also thank my parents, for their support throughout my schooling. Their love and care for

me has gone a long way to contribute to the success of this research

I humbly acknowledge my siblings and love ones, Christiana Agboli, Ruth Agboli, Samuel

Agboli, Mary Agboli, Kesewaa Rose and Felix Ankomah for supporting me in prayers and

encouraging me to do my best always, their love and care helped me in many ways during the

execution of this project. I see the Lords blessings unto everyone.

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5
 CHAPTER ONE

INTRODUCTION

1.0 Overview

This chapter comprises the background of the study, Statement of the problem, purpose of the

study, research objectives, and research questions, significant of the study, delimitation,

definition of terms and organization of the study.

1.1 Background of the study

One cannot have a sound education without knowing how to read and write. Reading serves as a

means of communication in any literate society where pieces of information are most shared

through books, journals, newspapers, magazine and memoirs. Freire (1970) defines literacy as,

“reading the word and the world”. According to Lyon (2003), if learners in basic school do not

learn to read, understand, write and use language to communicate their ideas and perspective,

their favorable conditions for a fulfilling land rewarding life are seriously compromised.

One cannot have sound education without knowing how to read. From the global perspective

reading difficulties have been estimated to be at two to five percent among school-going children

(Owu-Ewie, 2003).

Reading is crucial in the process of learning, especially in the basic education (Owu-Ewie,

2003). Effective reading and reading comprehension is strongly recommended for students at all

levels, from the primary to the tertiary, and for the rest of one’s life (Partin, 2002). The issue of

reading becomes more significant when it comes to the English language because English is used

in a number of countries as first and second language. Besides, English is used as a medium of

instruction in basic school to tertiary levels in these countries (Tabi, 2004). More importantly in

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countries like Ghana, reading in English is more significant if students are needed to be

competent enough in their academic achievement. Therefore, reading has paramount

significances in the English Language curriculum. In this regard, literature has suggested giving

special focus to the instruction of extensive reading (Tabi, 2004).

Reading is good for people. Reading transfers experiences to the individual so that the reader

may expand his or her horizon, identify, extend, and intensify his or her interest and gain deeper

understanding of the world (Owu-Ewie, 2003). Studies indicate that reading difficulties is a

major challenge confronting many basic school learners in Ghana. Many basic school learners in

both public and private schools cannot read effectively. Some of those who are able to read do

not understand what they have read (USAID, 2013). Reading helps people acquire a wide range

of skills that also makes them stand out on the work floor. One cannot underestimate the

significance of reading in the development of society. Reading makes people more health;

people who read books are better informed about topics such as health risks and access to care

and reading has positive effect on the brain.

In the basic school, especially the primary level, the main objective is to give the pupils adequate

training in numeracy, literacy and problem-solving techniques. However, there has been a public

outcry about the falling standard of education at the primary level, one particular area where the

searchlight of effective and appropriate teaching and reading methods need to be focused is the

area of reading. This explains the facts that the arts of reading are like a common thread, which

runs through the subjects taught in schools. Most failures in examinations are as a result of

pupils’ inability to read and understand the question. To ensure proficiency in all aspects of

education, the child must learn to read well.

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1.2 Statement of The Problem

Reading is an important language skill that play a great role in students’ academic achievement.

According to Bashir (2012), reading shapes the personality of an individual and it helps to

develop the proper thinking methods and creating new ideas. Hence, basic school learners are

expected to read widely and develop the habit of reading in school. Research has shown that

good reading habits positively affect the overall achievement of student. Concerning a

correlation between learners’ English language habit and learners’ achievement a research report

by Kim (2011) confirmed that, there is a significant correlation between them. Learners’ success

is largely based on their ability to read and comprehend the textbook and notes they take in the

different subject areas they study. Observation and test conducted at the diagnostic stage

indicated that primary four (4) pupils of Kansaworodo Catholic Basic School could not read

well. I found out pupils’ word attacking skills, word recognition, stress and intonation and as

well as fluency in reading were poor. Again, pupils could not distinguish between long and short

vowels. With the above problem in mind, the researcher identified certain causes of the problem.

The causes include: absence of effective teaching and learning materials in teaching and learning

process, lack of oral language acquisition, poor concept of phonology and inefficient reading

skills on the part of pupils.

1.3 Purpose of the study

The study aims at improving English Reading Skills among primary four learners of

Kansaworodo Catholic Basic School using activity methods such as riddles, look and say and

games in teaching vowels and consonant sounds, diagraph, diphthongs, prefix and suffixes.

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1.4 Objectives of the study

1. To use riddles and games to in teaching vowel and consonant sounds to improve learners

reading.

2. To use activity methods such as look and say in teaching diagraphs, diphthongs to improve

learners reading.

1.5 Research Questions

1. How would you use riddle and games to improve reading among learners?

2. How would the use activity method such as look and say in teaching diagraph,

diphthongs, improve reading among basic 4 learners of Kansaworodo Catholic Basic

School?

1.6 Significance of the study

The finding and recommendation of the study will assist pupils to improve on their reading

skills.

The study seeks to open an avenue upon which future researchers can build on to solve the

problems of reading difficulties among pupils.

Again, it would serve as a reference material to future researchers who would research into the

same problem.

Finally, it would enrich the knowledge base of the subject and also hive direction on how the

subject should be taught.

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1.7 Delimitation

The study should have been carries out throughout the country’s upper primary schools.

However, it is solely limited to the surround of Kansaworodo Catholic Basic School. This

research is basically to improve the reading of basic four learners of Kansaworodo Catholic

Basic School

1.8 Definition of terms

1. Diagraph – The combination of two letters that makes one speech sound. E.g. wrath,

chair, sail, sheep etc.

2. Vowels – They are letters representing speech sound which are produced without

obstruction friction in the organs of speech. E.g. /a/, /e /, /i/, /o/, /u/.

3. Consonants - They are letters that represents speech sound that can be made when

the vocal tract is partially or entirely closed. e.g. /b/, /d/, /k/, /j/ etc.

4. Consonant blend – is a unit which comprises of two or three consonants adjacent to

each other with each consonant representing a different speech sound. E.g. ‘st’ as

stand ‘gr’, as in green.

5. Diphthongs – They are vowel glide or movement generally represented by two vowel

symbols. e.g. /ei/ as in “bail”, /ai/ as in “ice”, and /au/ as in “rout”

6. Suffixes – They are group of letters which is added to the end of a root word in other

to form a different word. E.g. /ly/ as in hardly, /ing/ as in drinking, /er/ as in faster

etc.

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 7. Prefixes – They are group of letters fixed in front of the root word to create a new

meaning. E.g. /un/ as in unhappy, /mis/ as in misunderstanding etc.

8. Activity method – It is a method employed by a teacher to emphasize his or her

technique through action in which learners take interest. E.g. games, riddles, puzzles,

look and say. Etc.

1.9 Organization of the study

The research work is organized into five chapter.

The chapter one of the study which deals with sub- themes such as background of the study,

statement of the problem, research questions, significance of the study, delimitation and

limitation of the study.

The chapter two highlights and focus on the review of related literature on the proposed study. It

talks about their findings and conclusion drawn.

The third chapter deals with methodology. This comprises the methodology, the population and

sample procedure or methods, the pre-test, intervention and the post-test.

The fourth chapter of the study is on results, findings and discussions on data collected from

pupils’ pre – test and post -test items.

The final chapter, which is chapter five of the study deals with summary of the entire study, the

conclusion and recommendation.

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 CHAPTER TWO

LITERATURE REVIEW

Introduction

2.0 Overview

This chapter of the study is intended to discuss what other writers or authorities have said about

reading. Definition of reading, importance of reading, how reading is done and some factors that

causes reading difficulties or disabilities

2.1 Definition of Reading.

Various authors have given their own definition of reading. Piaget (1983) according to this

theory, mental development progresses as a result of learners’ interactions with their

surroundings. The role of the educator is to provide material and appropriate opportunities in

which learners can interact (Kim, 2011).

The researchers therefore, agreed with Bhan (2010) view of reading as the act of simultaneously

“reading the lines”, “reading between the lines”, and “reading beyond the lines”. It is therefore,

concluded that the reader has to be critical and also creative. According to Dadzie (2008),

Reading is the process of constructing meaning through the dynamic interaction among the

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reader, the text and the context of the reading situation. Hafner (1974) also defines reading as the

ability to extract information from printed marks in a book, billboard or on the ground. He is of

the view that 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.

2.2 Importance of reading to pupils

Reading is one of the most important skill with which a child starts his education. In fact, the

success and failure of his academic life depends to a large extent upon his reading ability. Every

academic work revolves around reading. Mariam (1991) proposed that a major avenue of

learning is through reading. Reading is essential for academic’s success and achievement. For

learner’s performance to improve in their academic pursuit they should be efficient and effective

readers. Reading may be regarded as a basic skill to be acquired by every learner and hence

every effort should be directed towards its development in children from early life (Antwi,

2006).

(Gambrell 2011) reading can foster a love for learning and a life-long passion for reading and

education. He emphasizes that learners who develop strong reading skills and a love for reading

are more likely to continue reading and pursuing educational opportunities beyond their formal

schooling. When learners are able to read it leads to success in school and learners develop

interest in reading it becomes a means through which other things are learnt. He or she is able to

read to learn about all subjects like mathematics, science, English and other subjects. Santrocks

(2016) argues that reading is the cornerstone of learning, as it provides access to knowledge and

information across all Subjects areas. Through reading learners can acquire new vocabulary,

develop language skills and improve their comprehension ability. In addition, reading can also

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foster critical thinking and problems solving skills as learners learn to analyze and interprets

information presented in text. Besides reading assist learners to pass examination this is because

one’s ability to read questions with meaning and understanding does almost half of the work of

examination. When pupils learn to read they can use it as a means of communication.

Mungungu (2010) indicated that the habit of reading improved learners reading skills. Hence, the

issue of reading whether it is for learning or leisure is important since it helps broaden young

people’s experiences and knowledge (Green, 2002). A good reading habit is necessary for a

healthy intellectual growth and plays a very crucial role in enabling a person to achieve practical

efficiency. By reading books, one gets confirmation or rejection of one's own ideas, which

makes one think more critically about right and wrong in the society (Green, 2002).

Reading provides people with a sense of values, which enable them gradually to develop the

greatest of all virtues, that is the ability to understand rather than condemn. Books can also be

very comforting, especially at times when one doubts one's self and one's beliefs (Mungungu,

2010). Pleasure reading furthers the development of reading as life-long habit which strengthens

both language skills and fluency noted that children improve their reading skill when they read

for pleasure. Mungungu (2010) reported that reading volume both inside and outside the school

has a significant impact on the development of reading speed and fluency, vocabulary, general

knowledge overall verbal ability and academic achievements.

2.3 How Reading is Done

Goodman (1967) suggest that pupil use a combination of visual, contextual and linguistics clues

to predict and verify words as they read. For reading to be achieved one has to perform certain

physical activities.

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Hafner (1974) states that in an attempt to read, whether by a beginner or a skilled reader, one has

to perform certain physical activities. The activities include: the reader has to adopt a process of

turning the eyes over the printed symbols on the page, together with another conscious effort of

directing his vision from left to right over each word, each sentence and each line. These listed

activities should be crowned with readers’ ability to interpret the symbols represented by the

black page in relation to sound value according to the readers’ experiences and intelligence.

Failure in these activities results in poor reading skills.

2.4 Factors Causing Reading Disability

Studies indicate that reading difficulties and disabilities is a major challenge confronting many

basic school pupils in Ghana. Many basic school pupils in both public and private schools cannot

read effectively. Some of those who are able to read do not understand what they have read

(USAID, 2013).

There seems to be great controversy on what the causes of reading difficulties are. Some scholars

relate reading difficulties to neurological factors while others relate them to environmental

factors. Discussions have been held in the United States of America and Scandinavian countries

to find out whether reading difficulties are caused by psychological or neurological factors

(Maruyama, 2007). Reading difficulties are complex and the causes are difficult to pin point.

Maruyama (2007) cites three considerations which support the view that reading difficulties are

caused by neurological factors. Mungungu (2010) indicates that reading failure is mainly caused

by failure to acquire phonological awareness and skills in alphabetical coding. Ojanen (2007)

says reading difficulty can be a result of inadequate teaching. Teachers have a lot of work in

teaching literacy skills so that a lot of children would become fluent readers. Environmental

factors also contribute to one having reading difficulties. For example, the home and school

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environments, if there is no one to motivate the child at home as well as in school, it will be very

difficult for a child to develop interest in reading. Furthermore, teachers also have their own

perceptions of what causes reading difficulties. According to Nor Shahriza (2007), the home

environment plays a role on pupils’ reading ability. It can affect someone either positively or

negatively. In the home environment, there are many factors which can cause someone to have

reading difficulties. These include; mother tongue interference, lack of motivation, lack of text

books and reading materials, parents’ literacy levels, effects of poverty (example: poor nutrition,

lack of proper furniture for studies), kind/nature of lighting system, lack of support by parents or

guardians and the community at large. The home environment is very important for a child’s

growth in all aspects of life and this includes education. For one to thrive academically, a

conducive home environment is very cardinal.

2.5 Inadequate Reading in the Native Language

According to Murray and Johnson (1996) if you have done your schooling through the medium

of English, you may never have learned to read in your native language. But if you do not read

fast in your native language you will be worst in English language where you probably also have

to struggle to understand the meaning (p.79). Nutall (1982) noted that students from some

educational traditions may not read efficiently even in their first language (L1). Anderson and

Urghuart (1984) imitates that poor reading in foreign language is due to poor reading ability in

the first language and vice versa. According to Dickson Newman (2006) he confirmed that there

is a strong transfer of reading habit from one language to another. Poor reading in a foreign

language is due to inadequate knowledge to the target language. Most phonetics of English and

Ghanaian language is almost the same. Phonetics symbols in both languages have great

similarities. However, some professionals assert that children can transfer knowledge from L1 to

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L2 but it becomes difficult when the child has not mastered the L1. This could have negative

effect in transferring the knowledge. June (2005) maintains that there is low academic

performance, especially in English language in Ghanaian schools despite the use of different

activities at the lower primary. Alderson (2000), is of the view reading in first language (L1)

must be better than second language (L2) and fluency in first language (L1) readers should bring

the speed of their second language (L2) up to that of their first language (L1). Therefore, if only

a child learns to read properly in their native language the problem of reading in English

language as well as other languages will be greatly reduced.

2.6 Teachers Attitude towards Reading

According to Tsadidey (1996) sometimes the attitude of teachers towards reading comprehension

lesson does more harm to learners. Many teachers tend to ignore the slow readers and always

make use of only good readers. Sackeyfio (1996) stress that the objectives of a teacher in reading

comprehension lesson should be the preparation of the minds of learners for the lesson. This

means that the learners should be prepared in such a way that they would have a desire to read

and understand the passage.

Haycraft (1979) states that many teachers contribute to learners’ poor reading. He elaborates that

teachers differ not only in age and health bur personality, ability in training and teaching

experience. He points out that a teachers’ innate characteristics combined with his training

experience normally lead him to form certain methods, to prefer certain opinions about education

and reading in particular. His thought causes him to believe in certain methods, to prefer certain

classroom procedures and perhaps to form rigid habits of teaching reading. When this occurs, the

learners suffer in reading. Haycraft again intimates that teaching English reading successfully is

not just a question of method. He explained that though the teacher’s technique may be superb

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and outstanding, if he or she does not vary them according to whom and what is being taught,

they may not motivate pupils to learn. By this, Haycraft is of the view that the teacher should not

go to the classroom to display abilities and capabilities, thus becoming self-centered. The

teacher’s teaching should be learner centered. Cross (1992) says that the teacher has to consider

the length of the passage he chooses. He also recommends reading aloud by both the teacher and

learners.

2.7 The Use of Teaching and Learning Resources

Instructional materials are essential tools to effective reading. These tools are used in

instructional activity which include active learning and assessment. All materials and physical

means a facilitator use to facilitate and implement learning to help achieve a set objective.

Teaching and learning resources can be classified by type or group; audio- which procedures

sound e.g. radio, tape recorder. Visual aids e.g. models chart, films, projectors, television

textbooks, maps etc. Audio visual Singh (2005) defines

any device which by sight and sound increase the individual’s practice, outside that attained

through read labelled is an audio visual aids. E.g. television, sound motion pictures, computers,

multimedia etc. Using these resources for teaching reading arouse the interest of learners and

help the teachers to explain the concept easily. Educational research shows that learners only

remember 10% of what they read and 50 % of what they learn and see. Unfortunately, most of

these are beyond the scope of what teachers can do to enhance them the Ghana Education

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Service does not provide them to school and sadly, the majority of these cannot be addressed by

instructor.

2.8 Family or Home Factors

The family is a principal factor that plays a very important role in the development of student’s

reading Skills (Hongbo et al, 2016); they are of the view that family engagement is a better

predictor of student achievement compared to school engagement. (Banejee and Lamb, 2016)

Family factors influencing learners reading skills cater mainly on family financial situation and

parent education level. (Hongbo et al 2016)) Showed that families with better financial condition

can provide their children with access to more reading resources. People who find themselves in

academically enriched homes read more and better than those in less endowed environment. For

most learners it is only at school that they get to use the English language. To them the school is

the only place to engage in reading activities. Children from poor homes do not find time to read.

Some parents engage their children to work and earn income for the family whiles children from

rich homes have ample time to read since their parents engage them in reading during leisure

time.

2.9 Overcrowded Class Size

Overcrowded classroom are common in Ghana schools. Big classes create chaos, inattentiveness

and disruption of lessons. (Siperto 2018). Blunder-Greef (2015: 120) adds that for learners to

acquire proficiency in reading, “they need to practice speech in the classroom which requires

added attention”. This causes frustration for teachers as they cannot be effective in teaching

reading in such environment. Overcrowding and contribute to learner’s failure rate (Wedgwood,

2013). Teachers feel that they fail to optimize their potential in teaching English reading due to

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the big classes. Overcrowded classroom create more challenges for management, control,

planning and assessment (Atkins, 2018) small classrooms are not disruptive, learners are

attentively and they finish task given to them on time. It also easy for teachers to use a variety of

reading strategies.

2.10 Methods of Teaching Reading

Reading is an ability which is interactive and is mostly directed by teachers. There are different

techniques to make reading activity meaningful. On a good lesson plan, Parratt (1990) states that

when making a lesson plan, the teacher should decide on kinds of things the pupils are expected

to learn stating what is to be learned in terms of precise instructional objectives. Reading comes

in three stages. These are; Pre-reading, During-reading and Post-reading.

2.11Stages of Reading

Teaching a reading lesson requires, that you are familiar with the framework used to teach a

reading lesson. A reading lesson is made up of activities to activate student’s background

knowledge and present new vocabulary.

Pre-Reading

Ringler and Weber (1984) pre-reading activities provide a reader with necessary background to

organize activity and to comprehend the material. Pre-reading activity elicit prior knowledge,

build background and serve to focus attention. Parvis Asian EFL Journal 16 (2), 1-19, 2006 Lev

Vygotsky believed that pre-reading skills involve the ability to understand and use language.

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Children who have a strong foundation in language development are more likely to develop

strong reading skills.

During Reading

Anderson (1995) suggest that during -reading skills involve the ability to monitor comprehension

and use comprehension strategies to clarify meaning. Anderson (1995) imitates during-reading

activities as ‘’the processes used by the reader to construct meaning from a text while reading’’.

He explains that during-reading activities involve the ability of the learner to monitor

comprehension and adjust reading strategies as needed to ensure understanding.

Post-Reading

Graves and Greves suggest that Post-reading activities are an important part of the reading

process. It allows pupils to reflect on what they have read and to deepen their understanding of

the text. It provides opportunities for teachers to analyze learner’s responses and gain insight into

student’s understanding of the text. Finally, the activities allow readers to engage with text in

meaningful ways and to develop critical thinking.

SUMMARY

The review has taken us through the ideas and opinions of some scholars and authority on what

reading is. Reading can be defined as the process of decoding and comprehending written and

printed language. Without the ability to accurately decode words comprehension cannot occur.

Similarity, without the ability to comprehend the meaning of the text decoding is meaningless.

Anderson and Urghuart (1984) state that poor reading in English language is due to poor reading

ability in the first languages. Dickson and Newman attribute poor reading to inadequate

knowledge to the target language. The home of family contributes to pupils reading difficulties

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(Banjee and lamb, 2016) cites the financial situation and parents educational level. Parent

involvement in book and their children academic progress are some of the home or family

factors that impede reading. Most researches propose that before any good reading lesson pupils

should under-go activities for a successful reading to be achieved. These are pre -reading activity

which elicit prior knowledge and arouse interest in the reading process. During reading activity

where the teacher helps the learners to construct meaning for a text and sustain the interest

created in the pre-reading activity helps pupils to reflect and deepen their understanding of the

text. Overcrowding and large classrooms size and lack of skilled trained teachers to contribute to

failure role in reading.

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 CHAPTER THREE

METHODOLOGY

Introduction

3.0 Overview

This chapter describes the method use in carrying out the research. It deals with the research

design and procedures used in obtaining data for the study. Areas covered include; research

design, population, sample technique, data collection procedure and interventions.

3.1 Research Design

This study is an action research design. The research is designed to help improve English reading

skills among basic four (4) learners of Kansaworodo Catholic Basic School. The design is based

solely on information obtained from respondents and it is devoid of bias and prejudices of the

researcher.

3.2 Setting

The research was conducted at Secondi-Takoradi Metropolitan Assembly in the western region

of Ghana. The school is located at Kansoworodo.

3.3 Population

The target population is all the upper primary pupils of Kansaworodo Catholic Basic School.

However, the accessible population is the primary four (4) learners.

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3.4 Sample size

The sample population was basic four (4) learners of Kansaworodo Catholic basic school. The

class consist of thirty-eight (38) learners; twenty (20) girls and eighteen (18) boys.

3.5 Sampling Technique

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 purposive or judgmental technique. There

were thirty- eight (38) learners in the class, made up of twenty (20) girls and eighteen (18) boys.

3.6 Research Instruments

The instruments the researcher used to collect data for this study were; Observation, test (pre-test

and post-test) and exercises.

3.7 Observation

At the diagnostic stage, the researcher observed from the permanent class teacher’s English

language lesson and that of his own to find out if primary four (4) of Kansaworodo Catholic

basic school could read well.

3.8 Test

At diagnostic stage, the researcher conducted a pre-test to identify learners’ difficulties as far as

reading is concerned. The test was made up of ten comprehension question on a short passage

from learners’ English course reading book to elicit their responses. The learners were given an

hour to read the passage and answer the question. The test was marked and scored accordingly.

A credit point was awarded for each correct answer with remarks like; above average readers,

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average readers and below average readers. The marks were subsequently recorded in the order

in which their names were written in the admission register book.

Also the researcher conducted a post-test on the same passage after the implementation stage to

find out if there has been a positive change in learner’s performances and the effectiveness of the

intervention.

3.9 Class Exercise

The researcher conducted class exercise at the implementation stage to assess the progress made

of English reading skills.

3.10 Intervention Design

The researcher used “activity method” to help improve reading skills among basic four (4)

learners of Kansaworodo Catholic Basic School. The “activity method” here was used in

teaching vowel sound, consonant sound, diagraphs, consonant blend, diphthongs, prefixes and

suffixes. A period of eight weeks was used for this activities. The researcher met learners four

(4) times a week and duration of one hour was used for each lesson.

3.10.1 Implementation of Intervention

Weeks: One (1) and two (2) intervention one (1): using riddles and game in teaching vowel

sounds and consonant sound.

Topic: Vowel sounds

Materials: Word cards, card boxes and word chart.

Activities:

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 1. The researcher taught learners the sound of the English vowel (/a/, /e/, / i/, /o/, /u/) by

asking learners to pay attention to the sounds. The researcher wrote some words

associated with /a/ sound on the chalkboard for learners to see and follow them up with

the given sound. Examples, /a/ as in hat, cat, mat, rat, bat etc.

2. The researcher called the word for the learners to hear and showed the word card for

them to see and then ask them to write the words down.

3. Learners were supplied with small boxes containing word cards. The researcher picks up

a word held them for learners see and pronounce. As she performs this activity, he

authorized learners to pick out words from their own boxes which matches the vowel

sounds she pronounces.

4. The researcher hangs a word chart on the chalkboard and made learners to pick cards

with numbers on them from a box. They then pronounce the word on the chart that bore

the number picked.

The researcher applied the same activities to teach the following vowel sounds.

Short vowel sound /o/ as in pot, hot, not, box etc.

Long vowel sound /o/ as in look, book, cook, boot etc.

Short vowel sound /e/ as in yes, get, bet, net, tell etc.

Long vowel sound /e/ as in sheep, sleep, seen, sweep etc.

Long vowel sound /a/ as in call, ball, hall, fall etc.

Short vowel sound /u/ as in bus, cup, hut, rub etc.

Short vowel sound /i/ as in him, his, sit, fit, in etc.

When the researcher was sure that the learners understood the drills under the vowel sound, she

then taught consonant sounds.

26
Week: Three (3) and four (4): continuation of intervention one (1): using riddles and games in

teaching consonant sounds.

Topic: Consonant sounds

Materials: Word cards

Activities:

1. The researcher taught the learners four consonant sounds at the same time. She

pronounced the sound of each consonant several times for learners to listen and repeat

after her. The researcher then wrote each consonant sound on the chalk board and

associated them with words.

2. Learners listened with rapt attention to the sound of each letter found in the words.

For instance:

/b/as in blue, below, boat, burnt etc.

/c/ as in cow, car, cat color etc.

/d/as in dig, deep, draw, do etc.

/f/ as in fat, father, faint, fan etc.

3. The researcher requested the learners to come out with their own examples of words that

begins with each of the consonants.

4. The researcher used riddles to help learners practice on the sounds with various

consonant.

For example, I am something, I am found in every school and my name start with the sound

“/p/”. What am I?

27
 Learner’s response: pen and pencil.

I am an artist I love to do something on any sheet of paper. What I love to do start with the

sound /d/. What am I?

Learner’s response: draw

5. The researcher also used game to assist learners on the consonant sounds. She wrote on

each card a consonant and the opposite side shows a picture illustrating an object that

signifies that consonant. For example, ‘b’ as in bag and ‘r’ as in rat. When learner pick

the consonant letter they mention the sound and turn the card around and then mention

the word.

6. Again, using games the researcher spreads out ten (10) cards of consonant letters on the

table so that the learners will see all the ten at once. She then called the sounds of the

letters and learners will have to pick up the correct card that correspond to the sounds of

the letters.

7. The researcher then introduces two and three letter words to learners. For example, t + o

= to, n + o = no, h + a + t = hat. The researcher mention two or three consonant letters,

she then mentions the sound of each letter and later combine the sound together to

pronounce one word.

Learners were asked to try on their own examples. The researcher then introduces four,

five, etc. letter words and he repeated the same process over and over. When the

researcher observed that learners where conversant with the above activities, he

proceeded to teach to teach diagraphs.

Week: Five (5): Using the activity method look and say to aid the understanding of consonant

blends and diagraph

28
Topic: Diagraphs

Materials: Word cards, card box

Activities:

1. The researcher discussed with learners using examples to introduce what diagraphs are.

Thus, diagraph is the combination of two letter that represent one speech sound.

Examples;

This is Rose’s photo.

Kwame can you go check the mails please.

The coast is cold.

Here ‘ph’ in photo, ‘ai’ in mail, ‘oa’ in coast are examples of diagraph because they

represent one speech sound.

2. She then placed word card with diagraphs written on them in the card box.

3. Learners picked up card and pronounce them accordingly. She continues to form words

with diagraphs with learners. For instance, pl + ay =play, st + ay = stay, pr + ay = pray.

4. The researcher assisted and help learners to give examples of words containing diagraphs

which they did perfectly well.

Week: six (6): second part of intervention two (2). Using the activity method look and say to aid

the understanding of consonant blends and diagraph

Topic: Consonant blends

Materials: Word card

Activities:

29
 1. The researcher explained consonant blends to leaners as comprises of two or three

consonants adjacent to each other with each consonant representing a different speech

sound. E.g. ‘st’ as stand ‘gr’, as in green.

2. She wrote many consonant blends on the chalkboard and pronounced them to the hearing

of the learners. She then wrote some words on the board and ask learners to identify and

pronounce the consonant blend in the word.

3. She then paired the learners in two groups, one learner will pick a word card containing

consonant blends from the card box and show it to his or her partner to pronounce it and

vise verse until learners understood the content well.

4. The researcher assigned learners with a task. Each learner was asked to write five (5)

words which contained consonant blends and pronounce it to the hearing of the class.

Week: Seven (7): intervention three (3). Using the activity method look and say in teaching

diphthongs.

Topic: Diphthongs

Materials: Word cards

Activities:

1. The researcher explained diphthongs to learners as vowel glide or movement generally

represented by two vowel symbols. e.g. /ei/ as in “mail”, /ai/ as in “ice”, and /au/ as in

“rout”.

30
 2. She placed word cards with diphthongs on them into the card box. She assigned learners

to pick card from the box and she pronounce the diphthongs on them then learners repeat

after her.

3. She also grouped learners in three. Each group will write a word on the chalkboard, then

underline the diphthongs in the word and pronounce it.

Week: Eight (8) intervention three (3). Using game and look and say in teaching prefix and

suffix

Topic: prefix and suffix

Materials: word cards

Activities:

1. The researcher explained prefix to learners with examples. Thus, they are group of letters

fixed in front of the root word to create a new meaning. E.g. /un/ as in unhappy, /mis/ as

in misunderstanding etc.

2. She then wrote some words on the chalkboard and led learners through the pronunciation

of prefixes and also assist them to identify the prefixes from the words.

3. She asked learner to pick word card from the card box and identify the prefix on it. After

she wrote a sentence on the chalkboard and asked learners to underline the words with

prefix and circle the prefix in that word.

4. On suffixes, the researcher explain suffixes as are group of letters which is added to the

end of a root word in other to form a different word. E.g. /ly/ as in hardly, /ing/ as in

bathing, /er/ as in dancer etc.

5. Learner learnt the pronunciation of the suffixes. Learner were able to identify suffixes

from the word card.

31
 6. The researcher grouped learners in five (5) and assigned task to learners, she asked

learners to write seven (7) words with containing suffixes and circle the suffixes in the

word. Learners did extremely well.

3.11 Administration of Post-Test

The researcher conducted a post-test for thirty-eight (38) learners after the interventional

activities. She gave learners the same passage used in the pre-test from their English reading

book to read and answer ten (10) comprehension questions.

The researcher conducted a post-test to find out whether the interventions put in place has helped

improved the reading skills of learners.

3.12 Scoring the Post-Test

The researcher marked the post-test and scored it accordingly. She awarded a credit point for

each correct answer in the post-test with remarks like; above average readers, average reader and

below average readers.

3.13 Problems encountered

The only problem encountered was the time factor, since the intervention was carried out before

normal class hours; it was difficult to get all the learners to report on time.

3.14 Data collection procedures

The research instrument used for the data collection was testing in form of objectives-type test.

Test is an educational assessment intended to measure the respondents’ knowledge or other

abilities. Objective-type test (multiple choice test and short answer test) were used. In other to

acquire the validity and reliability of the test the objective test was use because fewer scoring

errors were likely to be made and identify easily.

32
3.15 Methods of Data Analysis

The researcher analyzed the data under the researcher questions. He marked their scripts out of

10 points in the pre-test as well as the post-test. The post-test was conducted after all the

intervention has been administered. The researcher classified those who scored ten (10) point as

“excellent” and six (6) to nine (9) points and “above as above average”, those who scored five

(5) point as “average readers” and those who scored below five (5) point as “below average

readers”. The researcher drew table for the result on pre-test and post-test.

Below average 0-4

Average 5

Above average 6-9

Excellent 10

33
 CHAPTER FOUR (4)

RESULTS/FINDINGS AND DISCUSSIONS

Introduction

4.0 Overview

This chapter deals with the findings and discussion on all data collected from the pre-test and

post-test. The data collected are analyzed in the table below.

Data in table 1 shows the scores of the thirty-eight (38) learners who participated in the pre-test

to find out if learners have reading difficulties.

Table 1: results of learners’ performance in the pre-test.

Score range No. of learners Percentage Description of

grades

0-4 27 73.6 Below average

5 1 2.7 average

6-9 10 23.7 Above average

10 0 0 Excellent

Total 38 100

Looking at the results of the pre-test, it could be seen that ten (10) learners representing 23.7%

scored above the average mark of five (5). However, nobody scored the maximum mark of ten

(10) points in the test, also, only one (1) learner representing 2.7% scored the average mark of

five (5) and those who scored below the average marks were twenty-seven (27) representing

34
73.6% of total class population, depicting clearly that majority of the learners had reading

problem. The mean score for all the thirty-eight (38) learners was just 3.9 and showed that

majority of the learners have reading difficulties.

Research question one (1)

How would you use riddle and games in teaching consonant and vowel sounds to improve

reading among learners?

Data collected in response to research question is describe in table two (2) below.

Table 2 : Post-test one (1)result on consonant and vowel sounds

Score range No. of learners Percentage Description of

grades

0-4 7 18.5 Below average

5 9 23.2 average

6-9 20 53.0 Above average

10 2 5.3 Excellent

Total 38 100

The results of the post-test shows that ten (20) learners representing 53.0% scored above the

average mark of five (5). Fortunately, two (2) learners scored the maximum mark of ten (10)

points in the test representing 5.3% also, only nine (9) learner representing 23.2% scored the

average mark of five (5) and those who scored below the average marks were seven (7)

representing 18.5% of total class population, depicting clearly that the intervention used was

helpful.

35
Research question two (2)

How would you use activity method such as ”look and say” to improve reading among learners?

Data collected in response to research question is describe in table two (2) below.

Table 3: post-test two (2) result on diagraph and consonant blends

Score range No. of learners Percentage Description of

grades

0-4 5 12.9 Below average

5 12 31.7 average

6-9 11 29.5 Above average

10 10 25.5 Excellent

Total 38 100

The result from post-test two (2) shows that ten 10 learners which is 25.5% out of the total

population of learners had excellent and eleven 11 learners representing 29.5% had above

average. 12 learners representing 31.7 % had average only five 5 leaners representing12.9%

scored below average mark. The below average mark has reduce drastically from 73.6% to

12.9% this indicate that the intervention used helped the learners to perform very well.

Research question two (2)

How would you use activity method such as” look and say” to improve reading among learners?

36
Data collected in response to research question is describe in table two (2) below.

Table 4: post-test three (3) result on diphthongs and prefix and suffix

Score range No. of learners Percentage Description of

grades

0-4 0 0 Below average

5 3 8.1 average

6-9 28 74.3 Above average

10 7 17.6 Excellent

Total 38 100

The result from post-test three (3) shows that seven7 learners which is 17.6% out of the total

population of learners had excellent and twenty-eight (28) learners representing 74.3% had

above average. 3 learners representing 8.1 % had average no leaner scored below average mark.

The below average mark has reduce drastically from 0% this indicate that the intervention used

helped the learners to perform very well.

The data in table five (5) depicts the outcome of the post-test conducted after all the

interventional activities had been administered. The researcher conducted a general post-test

using the same question used for the per-test to know how helpful and effective the interventions

put in place helped the learners.

Result of learners’ performance in the post-test.

37
Data in table five shows the scores of the thirty-eight (38) learners who participated in the post-

test to find out if learners understood everything taught.

Table five (5): result of post-test after all interventions

Score range No. of learners Percentage Description of

grades

0-4 0 0 Below average

5 2 5.3 average

6-9 30 76.3 Above average

10 6 18.4 Excellent

Total 38 100

As shown in the data, thirty-six (36) learners representing 94.7% scored above average mark of

five (5) with six (6) learners representing 18.4% of class population scoring all ten (10) points

and thirty learners representing 76.3% scoring above average. The average readers were two (2)

representing 5.3% of the entire class population. None of the learners scored below the average

mark of five (5). The mean score for the post-test was 8.1.

It was clear that, learners who had 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 learners passed the cutoff point of five (5) and

above.

CHAPTER FIVE (5)

38
 SUMMARY, RECOMMEDAION AND CONCLUSION

I did my off campus teaching practice at Kansaworodo Catholic basic school. I taught in basic

four (4) with the total enrollment of thirty-eight (38) learners. In the course of the program, I

realized that about 80% of upper primary learners could not read well. Since I was to teaching in

basic four (4), I arrived at a decision to assist the learners of basic four (4). I therefore, put in

place interventional strategies to assist them improve on their reading skills.

The main objectives of this research was to improve on English reading skills among primary

four(4) learners of Kansaworodo Catholic Basic school. To achieve this objectives, the

researcher employed the “activity methods” as an aid in the interventions. The researcher

conducted post-test for all the thirty-eight (38) learners in the class after all the interventional

activities has been carried out. The finding have summarized below.

The question as to whether vowel and consonant sound could help learner to improve on their

reading skills have been answered by Jeffery and Samuel (1969) state that knowledge of vowel

and consonant sounds correspondence have a positive effect on reading skills. According to

Peregory (1997) the purpose of consonants blends is to help learners to recognize words

independently. The formation of prefixes and suffixes also had a positive impact on learners’

performance. Moreover, the formation of diagraphs and diphthongs also helped to improve on

their reading.

RECOMMENDATION

39
Based on the outcome of the study, the researcher came out with the following recommendation.

First, reading periods on the time-table should include exercises on diphthongs diagraphs,

consonant blends or phonetics which will enable learners to identify and pronounce words easily.

As a matter of urgency, head teacher should organize regular in-service training sessions on the

teaching of phonetics and the use of games in teaching reading.

Good vocabularies is an incentive to reading. Teachers should therefore, give excellent training

for the poor reader to improve on their reading abilities.

Most learners in basic school have phobia for reading, especially those at the lower primary

level. Repeated reading text must be encouraged as it improves word recognition, fluency and

comprehension.

Again, I recommend the use of pre- reading activities regularly in order to excite learners desire

to want to read and an extensive and purposive use of teaching aid in reading lesson since they

are of great importance to both the teacher and learners.

It is here recommended that only trained and competent teachers should handle the first two (2)

classes of lower primary. This will ensure that learners grasp the basic foundation of language in

under competent teachers.

Finally, I entreat all teachers facing similar problems in their school to adopt the intervention of

the study.

Conclusion

40
In conclusion, it can be envisaged that the high number of correct responses which came out in

the data obtained, especially from the post-test had been administered are as result of the

intervention instituted.

Therefore, one cannot underestimate the significant of vowel sounds, diagraphs, consonant

blends, prefixes and suffixes as well as diphthongs in the teaching of reading in the basic school.

It can therefore, be said that emphatically that the intervention instituted were very effective.

This therefore reflect positively on the objectives, purpose and provides answers to the research

questions.

REFERENCES

41
Agyenim, B.C. (1999). Reading Habits of Children in J.H.S in some school. A dissertation
submitted to the Faculty of Education. Unpublished U.C.C. Cape Coast.

Anderson, J.C. and Urguhart, A.H. (1984). Reading in a language. Longman, London; New
York.

Cross, D. (1992). A Practical Handbook of Language Teaching. London; Prentice Hall

Dawson, A.M. et al (1965) language for daily use. Harcourt, Bruce and World. Inc, U.S.A.

Doff, A. (1991) Teach English. Trainers Handbook, Cambridge University Press.

Fry, E. (1963) Teaching Faster Reading. A Manual, Cambridge University Press.

Owu-Ewie, C. (2003). The language Policy of Education in Ghana: A critical look at the
English only Language Policy of Education. Ohio: Ohio University.

Hafner, L.E (1974) Improving Reading in Secondary Schools. Macmillan Publishing

Graves, B.B and Graves, M.F. (1995) Scaffold Reading. UKRA 1995 Blackwell Publisher,
108 Cowley Road Oxford.

Nasr, R.T. (1972) Teaching and Learning English. Beinut College. Beinut London.

Parratt, E. (1990). Effective Teaching. A Practical Guide to Improve Your Teaching

Peregory. F.S. (1997). Reading, Writing and Learning in F.S.L. Long to Bank Plains, N.Y.
10606.

Sackeyfio, N.A. (1996). Let’s Teach English. Accra: Pedacom.

Samuel, S.T. and Jeffery, V. (1996) Effects of Word Association On Reading Speed Recall.
Guessing Behavior on Text. Journal of Education Psychology. New Orleans

42
Tsadidey, S.W.K (1996). Comprehensive Guide to English Method for Teachers in Training.
Kumasi Payless

Yemeh, P.K (1996). Technique of Teaching Language Skills. Unpublished, U.C.E.W.

APPENDIX A

Pre-test and post-test passage

43
Read the passage below and answer the question that follows

LOST AFRICAN

Yesterday I was African

Today I am lost

In a womb of a geographical forest

How awful, how awful, how awful

My roots are dispersed

On mother!

My braids, I cannot 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 lost my identity

Before I throw away my kente cloth

Let me dance to my favorite kpanlogo song

44
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 as to be given to?

5. Write one of the things the speaker cannot feel.

6. Why did the speaker ask mirror for?

7. Where will the speaker be tomorrow?

8. The speaker is likely to lose her identity. True / false

9. What kind of cloth is the speaker likely to throw away?

10. What is the favorite song the speaker?

APPENDIX B

CLASS EXERCISE CONDUCTED ON CONSONANTS BLEND

45
Read and underline any word, which contains consonant blends 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 home.

APPENDIX C

CLASS EXERCISE CONDUCTED ON DIAGRAPHS

46
Read and underline any word that contains a diagraph in the sentence below.

1. That is Portia photo.

2. He like drawing all the time.

3. Our school team always plays good football.

4. She is in charge of checking the mails each day.

5. Rose always gives wrong answer 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 playing with toys.

APPENDIX D

CLASS EXERCISE CONDUCTED ON PREFIXES AND SUFFIXES

47
Read and underline the prefixes in question one (1) to five (5) in the sentences below

1. His brother has misuse he money.

2. The learners 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 note again.

Read and underline the suffixes in the sentence below.

6. The thief quickly run out of the house.

7. The woman was highly recommended.

8. The flowers was brought in to beautify the room.

9. He likes singing and dancing.

10. She always tries t make baseless argument.

APPENDIX E

CLASS EXERCISE CONDUCTED ON DIPHTHONGS

48
Read and underline any word that has a diphthongs 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 lio0n.

7. The 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?

49