Big Class Size Challenges: Teaching Reading in Primary Classes in Kampala, Uganda's Central Municipality

Autor/inn/en	Kewaza, Samuel; Welch, Myrtle I.
Titel	Big Class Size Challenges: Teaching Reading in Primary Classes in Kampala, Uganda's Central Municipality
Quelle	3 (2013) 5, S.283-296 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2161-623X
Schlagwörter	Reading Skills; Reading Instruction; Teaching Methods; Elementary Schools; Chalkboards; Emergent Literacy; Municipalities; Class Size; Critical Reading; Instructional Materials; Foreign Countries; Qualitative Research; Statistical Analysis; Surveys; Interviews; Questionnaires; Elementary School Students; Elementary School Teachers; Teacher Attitudes; Uganda + Suchen Sie Ihr Suchwort? Reading skill; Lesefertigkeit; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Grundschule; Volksschule; Chalkboard; Wandtafel; Frühleseunterricht; Magistrat; Klassengröße; Kritisches Lesen; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Ausland; Qualitative Forschung; Statistische Analyse; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik; Fragebogen; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Lehrerverhalten
Abstract	Research on reading has established that reading is a pivotal discipline and early literacy development dictates later reading success. Therefore, the purpose of this study is to investigate challenges encountered with reading pedagogy, teaching materials, and teachers' attitudes towards teaching reading in crowded primary classes in Kampala, Uganda's Central Municipality. This study's scope reached beyond daily functional literacy for reading road signs, recipes, and posters into teaching reading with critical reading methodologies that benefit learners' progress to higher reading levels. The methods used to collect quantitative and qualitative data were surveys, interviews, and questionnaires. Three approaches to data collection that guided the study were determining the effect of the size of the classes on the teaching methods used to teach reading skills in primary classes, the effect of big classes on the teaching materials used to teach reading skills in huge classes, and the effect of enrollment on teachers' attitudes towards teaching reading in big classes. Data were collected from 48 teachers of reading skills in lower primary classes, 16 primary head teachers, and 16 heads of the lower sections in the 16 primary schools selected for the study. Most responders tended to show that the commonest teaching methods used by the teachers of reading in the crowded classes were those that tended to raise chorus reading. Such methods helped the teachers involve every pupil to read. Besides, such methods indirectly enabled the teachers to have better class control. Another finding was that the teachers used mostly the traditional learning materials, including chalkboards and wall charts. No school had any materials that use modern technology. Yet, the markers and manila paper that would be used to design other teaching materials were given out irregularly. Also, the big numbers of pupils handled made the teachers' teaching a burdensome task. It was concluded, therefore, that the teaching-learning process of reading in the lower classes was substantially affected negatively by the large classes. A map of the Kampala District showing Central Division is appended. (Contains 9 tables.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10