Teacher’s current practices of teaching reading and grade four students’ reading achievement in Dona Berber Primary School

Abstract

This study examined the practices and challenges of teaching reading strategies and assessment in Dona Berber Primary School. Twelve grade 4 students were selected using simple random sampling technique and an English teacher and a school supervisor were selected by available sampling. Structured Classroom Observation checklist, reading skills test and unstructured interview were used as data collecting instruments. The quantitative data were analyzed using percentage whereas the qualitative ones were narrated. The quantitative data disclosed lower student scores, while the qualitative data showed that reading strategies were not infused in the reading lessons. The result also showed that the reading skills assessment was poorly addressed. Therefore, it is recommended that those who are in the decision line shall work to create a reasonable balance between reading strategies and assessment.

Keywords: Early Grade Reading, Assessment, Reading Skills, Reading Strategies