Teaching Reading Comprehension in Basic Two: A Case Study of the University Basic Schools, Legon

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dc.contributor.advisorSAAH, K.K.
dc.contributor.advisorSAANCHI, J.A.N.
dc.contributor.authorWashington-Nortey, F. M.
dc.contributor.otherUniversity of Ghana, College of Humanities, School of Languages, Department of English
dc.date.accessioned2016-01-12T10:58:33Z
dc.date.accessioned2017-10-13T15:39:00Z
dc.date.available2016-01-12T10:58:33Z
dc.date.available2017-10-13T15:39:00Z
dc.date.issued2013-12
dc.descriptionThesis (PhD) - University of Ghana, 2013
dc.description.abstractThe study examined the effect of the Schema Reading Approach on pupils in Basic Two (lower primary) in the University Basic Schools, Legon. It also explored the effect of two language teaching approaches, The Schema Reading Theory as against the Basal Reading Approach in teaching reading comprehension. It involved experiments on two different groups, the experimental and the control groups. A preliminary investigation and test were conducted before the experiments. Pre-test and post-test conducted to determine the outcome of the study was also performed before and after intervention lessons. The pupils were taken through either the Schema or the Basal Reading Approach in their classroom lessons and exercises to determine the outcome of the study. There were observation periods where classroom activities were monitored, a preliminary test and a pre and post intervention exercises on a selection of comprehension passages and other related activities from their English Reader. There were 142 pupils from four classes of Basic Two comprising 70 girls and 72 boys in the study. After being divided into the two groups, the pupils were taught using the approach assigned to them. Both groups were administered with the end-of-year Reading Comprehension Examination at the end of the final term. The scores from the pre-test were compared with the test scores from the post-test. The results showed that pupils taught with the Schema Theory performed significantly better than those taught through the Basal Reading Approach. Findings on the reading testify the assumption that the application of the Schema is beneficial to lower primary pupils‟ reading interest and understanding.en_US
dc.format.extentXi, 130p, : ill
dc.identifier.urihttp://197.255.68.203/handle/123456789/7414
dc.language.isoenen_US
dc.publisherUniversity of Ghanaen_US
dc.rights.holderUniversity of Ghana
dc.subjectLanguage Teaching
dc.subjectSchema Reading Theory
dc.subjectBasal Reading Approach
dc.subjectReading Comprehension
dc.subjectBasic Schools
dc.titleTeaching Reading Comprehension in Basic Two: A Case Study of the University Basic Schools, Legonen_US
dc.typeThesisen_US

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