Factors Affecting the Teaching and Learning of Reading in the Ghanaian Kindergartens

Abstract

This research has revealed that reading skills can be a great asset if it is acquired in early childhood. But the process is easily hampered by lack of: good readers, teaching/learning materials and parental involvement. Stressful school atmosphere, teachers' lack of knowledge and bad attitude towards work can equally hinder the reading process at this level. To these little ones, reading must be fun. Lack of oral competence of both teachers and the children in the target language equally hinder the child's reading progress. This is why it is important for policy makers to consider Anyidoho's (1999) statement that, the Ghanaian children's reading would be excellent if they are taught to read first in their Ll while they continue to gain communicative competence in the L2. On the other hand, early reading can be facilitated by the presence of good supervision, good use of teaching and learning materials, regular drills in the learnt item and frequent refresher courses for teachers. In view of these, it has been suggested among other things that all teachers in Ghanaian kindergartens be trained at the GES Nursery Teachers Training Centre to equip them with the necessary skills and knowledge needed for their work. It is also recommended that headteachers and education officers ensure that there is always good supervision to enable good practices to prevail. This implies that dedication and selfless commitment must be rewarded as well. The government's quick action in supplying readers and teaching learning materials as well as a review of the kindergarten timetable will go a long way to affect the teaching and learning of reading positively. It is hoped that the research findings would be of much interest and benefit to teachers, headteachers, curriculum planners and future researchers.