Exploring interactive strategies for addressing reading difficulties in english subject among standard six pupils in Tanzania
Insights from public schools in Kongwa District
DOI:
https://doi.org/10.56916/jesi.v3i1.1045Keywords:
Interactive strategies, reading difficulties, English SubjectAbstract
This study investigates effective strategies for addressing reading difficulties among standard six pupils in English. It was informed by interpretivism philosophy with qualitative research methodology. Interview were used in data collection, that was then analyzed thematically. Findings reveal the significance of employing both interactive and direct instructional methods. Interactive strategies, such as group reading and collaborative discussions, facilitate peer modeling and enhance comprehension through shared learning experiences. Direct strategies, particularly questioning techniques, promote critical thinking and active engagement with texts. Additionally, the study highlights the importance of creating supportive learning environments that incorporate motivational practices, diverse reading materials, and technology. Regular assessments and tailored feedback are essential for identifying specific challenges and adapting teaching methods. The results indicate that a multifaceted approach, combining various instructional strategies and fostering a motivational atmosphere, significantly improves reading comprehension and develops a positive attitude towards reading among struggling students. Ultimately, the research underscores the need for educators to implement comprehensive, inclusive strategies to enhance literacy outcomes in the classroom.
References
Abu-Ubaida, S., Amina, U., Aishatu, A., & Abubakar, U. (2017). Exploring the teaching of reading skills in Nigerian secondary schools. Journal of Research and Method in Education, 7(2), 75-79.
Ahmed, I., & Ishtiaq, S. (2021). Reliability and validity: Importance in Medical Research. methods, 12, 13.
Ajmal, A., & Irfan, H. (2020). Effects of process-genre approach on writing anxiety among English academic writing learners in Pakistan. Journal of Business and Social Review in Emerging Economies, 6(2), 741-752.
Alam, M. K. (2021). A systematic qualitative case study: questions, data collection, NVivo analysis and saturation. Qualitative Research in Organizations and Management: An International Journal, 16(1), 1-31.
Becker, H. S. (2017). Social observation and social case studies. In Sociological Work (pp. 75-86). Routledge.
Cairney, T. H. (2002). Bridging home and school literacy: In search of transformative approaches to curriculum. Early Child Development and Care, 172(2), 153-172.
Challenor, J., & Ma, M. (2019). A review of augmented reality applications for history education and heritage visualisation. Multimodal Technologies and Interaction, 3(2), 39.
Cowie, N. (2009). Observation. Qualitative research in applied linguistics: A practical introduction, 165-181.
Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research. Sage publications.
de Bisthoven, L. J., Vanhove, M., Rochette, A.-J., Hugé, J., Verbesselt, S., Machunda, R., Munishi, L., Wynants, M., Steensels, A., & Malan-Meerkotter, M. (2020). Social-ecological assessment of Lake Manyara basin, Tanzania: A mixed method approach. Journal of Environmental Management, 267, 110594.
de Vos, W. M. (2011). Systems solutions by lactic acid bacteria: from paradigms to practice. Microbial Cell Factories, 10(1), 1-13.
Dillon, J. T. (2009). The questions of curriculum. Journal of curriculum studies, 41(3), 343-359.
Duff, F. J., & Clarke, P. J. (2011). Practitioner Review: Reading disorders: what are the effective interventions and how should they be implemented and evaluated? Journal of Child Psychology and Psychiatry, 52(1), 3-12.
Fischer, H. E., Boone, W. J., & Neumann, K. (2023). Quantitative research designs and approaches. In Handbook of research on science education (pp. 28-59). Routledge.
Gersten, R., Haymond, K., Newman-Gonchar, R., Dimino, J., & Jayanthi, M. (2020). Meta-analysis of the impact of reading interventions for students in the primary grades. Journal of Research on Educational Effectiveness, 13(2), 401-427.
Gil, J. (2016). English language education policies in the People’s Republic of China. English language education policy in Asia, 49-90.
Hasanova, N., Abduazizov, B., & Khujakulov, R. (2021). The main differences between teaching approaches, methods, procedures, techniques, styles and strategies. JournalNX, 7(02), 371-375.
Hazlett, C., & Xu, Y. (2018). Trajectory balancing: A general reweighting approach to causal inference with time-series cross-sectional data. Available at SSRN 3214231.
Hudson, R. F., Pullen, P. C., Lane, H. B., & Torgesen, J. K. (2008). The complex nature of reading fluency: A multidimensional view. Reading & Writing Quarterly, 25(1), 4-32.
Hulme, C., & Snowling, M. J. (2016). Reading disorders and dyslexia. Current opinion in pediatrics, 28(6), 731.
Karanja, F. (2021). Reading Difficulties on Academic Performance Among Standard Seven Pupils in Public Primary Schools, Bungoma County, Kenya Kenyatta University].
Katera, L., & Msafiri, D. (2020). Learning Environment and Performance of Primary Education in Tanzania.
Kavindi, A. E. (2014). The implementation of competence based curriculum in certificate teachers colleges in Tanzania: The case of two teachers colleges in Mbeya Region
Khwaja, I., Akhtar, M. S., Malik, A., & Hussain, N. (2014). A, Lodhi, IS,“Module III: Curriculum development, assessment and evaluation: Professional Competency Enhancement Program for Teachers. Islamabad. National Academy of Higher Education (NAHE)”. Higher Education Commission.
Komba, S. C., & John, D. (2015). Investigation of Pupils’ english language abilities in Tanzania: The case of english medium primary schools.
Krueger, R. A., & Casey, M. A. (2015). Focus group interviewing. Handbook of practical program evaluation, 506-534.
Landi, N., & Ryherd, K. (2017). Understanding specific reading comprehension deficit: A review. Language and linguistics compass, 11(2), e12234.
Lantolf, J. P., Thorne, S. L., & Poehner, M. E. (2014). Sociocultural theory and second language development. In Theories in second language acquisition (pp. 221-240). Routledge.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge university press.
Lovett, M. W., Frijters, J. C., Wolf, M., Steinbach, K. A., Sevcik, R. A., & Morris, R. D. (2017). Early intervention for children at risk for reading disabilities: The impact of grade at intervention and individual differences on intervention outcomes. Journal of Educational Psychology, 109(7), 889.
Ly, C. K. (2023). English as a global language: An exploration of EFL learners’ beliefs in vietnam. International Journal of TESOL & Education, 3(1), 19-33.
Makiya, R., Mnyanyi, C., & Ngirwa, C. (2022). Quality Assurance Strategies in Enhancing Learning Achievement among Public Primary Schools in Arusha Region, Tanzania. East African Journal of Education and Social Sciences, 3(2), 48-57.
Mantero, M. (2002). Scaffolding Revisited: Sociocultural Pedagogy within the Foreign Language Classroom.
Martirosyan, N. M., Hwang, E., & Wanjohi, R. (2015). Impact of English proficiency on academic performance of international students. Journal of International Students, 5(1), 60-71.
Matunga, H. A. (2019). Effects of Interventions of Selected Reading Difficulties on Academic Performance among Pupils from Public Primary Schools in Nakuru West Sub-County, Nakuru County-Kenya KeMU].
MOE. (2012). Focus on Learning. Nairobi: Ministry of Education. MoE.
Mohajan, H. K. (2017). Two criteria for good measurements in research: Validity and reliability. Annals of Spiru Haret University. Economic Series, 17(4), 59-82.
Mushir, T., Bostanci, H. B., & Koç, S. (2023). The impact of integrating infographics into English language instruction on mother tongue use and reading/writing performance: A systematic literature survey. Research Journal in Advanced Humanities, 4(1).
Naafan, K. (2018). Developing reading strategies to improve upon reading culture among upper primary pupils of Malshegu Kidz Active Foundation School in Tamale, Northern Region, Ghana
Newbury, J., Justice, L. M., Jiang, H. H., & Schmitt, M. B. (2020). Cognitive, noncognitive, and home environment correlates of reading difficulties in primary-grade students with language impairment. Journal of Speech, Language, and Hearing Research, 63(6), 1933-1946.
Nyamubi, G. J. (2019). Socio-economic status as determinants of students' performance in English language in secondary schools in Tanzania. Education Journal, 8(3), 110-119.
Oducado, R. M. F., Sotelo, M. G., Ramirez, L. M. M., Habaña, M. P., & Belo-Delariarte, R. G. (2020). English language proficiency and its relationship with academic performance and the nurse licensure examination.
Okai, A. U. (2010). History methods. Lagos. National Open University of Nigeria.
Pammu, A., & Hasyim, M. (2023). The Role of Extensive Reading, Confidence Levels, and Learning Environment on the Academic Performance of Non-English Major EFL Learners in the Kurdish Region. Kurdish Studies, 11(1), 129-144.
Paratore, J. R., & Dougherty, S. (2010). Home differences and reading difficulty. In Handbook of reading disability research (pp. 93-109). Routledge.
Park, O.-c., & Lee, J. (2013). Adaptive instructional systems. In Handbook of research on educational communications and technology (pp. 647-680). Routledge.
Piper, B., & Miksic, E. (2011). Mother tongue and reading: Using early grade reading assessments to investigate language-of-instruction policy in East Africa. The early grade reading assessment: Application and intervention to improve basic literacy, 139-182.
Runo, M. (2010). Identification of Reading Disabilities and Teacher-Oriented Challenges: In Teaching Reading to Standard Five Learners in Nyeri and Nairobi Districts, Kenya. VDM Publishing.
Ryan, R. M., & Deci, E. L. (2002). Overview of self-determination theory: An organismic dialectical perspective. Handbook of self-determination research, 2, 3-33.
TIE. (2015). English language syllabus for Primary Education; Kiswahili medium schools. Dar es Salaam: Ministry of Education, Science and Technology.
Tsai, C.-C. (2020). The effects of augmented reality to motivation and performance in EFL vocabulary learning. International Journal of Instruction, 13(4), 987-1000.
URT. (2014). Education and Training Policy. Dar es Salaam. Ministry of Education and Vocational Training.
Verenikina, I. (2010). Vygotsky in twenty-first-century research. EdMedia+ innovate learning,
Wamuta, C. (2013). Factors influencing academic performance of girls of day mixed secondary schools of Bumula Sub-County Bungoma Count University of Nairobi].
Widyaningrum, L., Faridi, A., & Saleh, M. (2020). The relationship between communication strategies and language proficiency among the English department students of IAIN Kudus. English Education Journal, 10(4), 504-602.
Wijngaards, I. (2021). Measuring Worker Well-being: An Evaluation of Closed and Open-Ended Survey Questions.
Yapp, D., de Graaff, R., & van den Bergh, H. (2023). Effects of reading strategy instruction in English as a second language on students’ academic reading comprehension. Language Teaching Research, 27(6), 1456-1479.
Younas, A., & Durante, A. (2023). Decision tree for identifying pertinent integration procedures and joint displays in mixed methods research. Journal of Advanced Nursing, 79(7), 2754-2769.
Yusuf, T. A., Onifade, C., & Bello, O. (2016). Impact of class size on learning, behavioral and general attitudes of students in secondary schools in Abeokuta, Ogun State Nigeria. Journal of Research Initiatives, 2(1), 12.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Ebby Ngonyani, Rose Ephraim Matete, Johaiven Joel Kashaigili
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
