An Appraising of Reading Comprehension Lessons in Colleges of Education in the Eastern Region of Ghana
[1]
Wisdom Blaskson Agbanyo, Department of Languages, Seventh Day Adventist College of Education, Koforidua-Asokore, Ghana.
[2]
Veronica Serwaa Ofosu, Department of Languages, Seventh Day Adventist College of Education, Koforidua-Asokore, Ghana.
[3]
Cecilia Ofosua Odame, Department of Languages, Seventh Day Adventist College of Education, Koforidua-Asokore, Ghana.
[4]
Joseph Amonoo Sekyi, Department of Languages, Komenda College of Education, Komenda, Ghana.
Comprehension is one of crucial issues of reading, it can be suitable and feasible for students when teachers applying some strategies in it delivery during teaching and learning. Four (4) colleges, namely Seventh - day Adventist (SDA) Training College, Asokore-Koforidua, Presbyterian Women’s Training College, Aburi, Abetifi Training College, Abetifi and Mount Mary Training College, Somanya and their nine (9) English tutors and thirty (20) teacher-trainees were randomly sampled for the study. The main instruments used for data collection were observation and interview. Triangulation was used to test the consistency of findings obtained through different instruments used. The data was analysed by the use of interpretative method based on the themes arrived at during the data collection. The study revealed that, there is little discussion of the text or any teaching of comprehension strategies, most of the questions in their comprehension texts are factual questions, the students succeed in copying the answers from the text in their attempt to answer the comprehension questions. It is therefore recommended that, the curriculum developers for English Language for Colleges of Education must include Active Reading in the curriculum and must commit themselves to the strategies outlined in Active Reading model.
Appraising, Reading Comprehension, Colleges of Education, Eastern Region, Ghana
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