An Appraising of Reading Comprehension Lessons in Colleges of Education in the Eastern Region of 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
Sari, L. (2017). Improving Reading Comprehension Through Directed Reading Thinking Activity (DRTA) Strategy for the Eight Grade Students of Smpnegeri 17 Medan in the Academic Year of 2016-2017. Published Thesis, Tate Islamic University of North Sumatera Medan.
University of Cape Coast (Institute of Education) (2005/2006). Chief Examiner’s Report on Diploma in Basic Education (English FDC 111, with Elements of Literature) Cape Coast, UCC.
Taylor, S., & Hayes, D. A. (eds), (2000). Teaching with Meaning: Fostering Comprehension in the Middle Grades: New York TCP.
Marzban, A., & Akbarnejad, A. A. (2013). The Effect of Cooperative Reading Strategies on Improving Reading Comprehension of Iranian University Students. Procedia - Social and Behavioral Sciences, 70 (25), 936-942.
Cervetti, G. (2017). The roots of reading comprehension instruction. Pearson publishers.
Gould, E (1983). Reading into Writing a Rhetoric, Reader and Handbook, Boston: Houghton MUFFIN Company.
Renandya, W. A., & Jacobs, G. M. (2016). Extensive reading and listening in the L2 classroom. In W. A. Renandya, & Handoyo, P. (Eds.), English language teaching today (pp. 97-110). New York, NY: Routledge.
Allen, K, L., Snow, L. E., Crossley, A. S., & McNamara. S. D. J. T. G. (2014). Reading comprehension components and their relation to writing. Dans L’Année psychologique 4 (114), 663 - 691.
French, H. (2004). Improving Reading Ability in Primary Six: A case study of Teshie south cluster of schools.
Pearson, P. D. (2009). How we got to where we are: A historical perspective on reading comprehension research. In S. E. Israel & G. G. Duffy (Eds.), Handbook of research on reading comprehension. New York: Routledge.
Zhao, X., & Zhu, L. (2012). Schema Theory and College English Reading Teaching. English Language Teaching, 5 (11), 111-117.
Davis, F. B. (1944). Fundamental factors in reading comprehension. Psychometrika, 9, 185-197.
Aloqaili, S. A. (2012). The relationship between reading comprehension and critical thinking: A theoretical study. Journal of King Saud University - Languages and Translation, 24 (91), 35-41.
Hamra, A., & Syatriana, E. (2010) Developing A Model of Teaching Reading Comprehension for EFL Students. TEFLIN Journal, 24 (1), 27-40.
Khatib, M., & Nasrollahi, A. (2012). Enhancing Reading Comprehension through Short Stories in Iranian EFL Learners. Theory and Practice in Language Studies, 2 (2), 240-246.
Hussein, A. B. (2012). Analysis of the Real Situation of Teaching Reading Comprehension to First Year Students at the Department of English Language and Literature at Al-Zaytoonah Private University of Jordan. Asian Social Science, 8 (4), 237-251.
Ngabut, N. M. (2015). Reading Theories and Reading Comprehension. Journal on English as a Foreign Language, 5 (1), 25-36.
AbdulHussein, R. F. (2014). Investigating EFL College Teachers’ and Learners’ Attitudes toward Using Authentic Reading Materials in Misan. Procedia - Social and Behavioral Sciences, 136 (9), 330-343.
Smith, F, (1994), Understanding Reading (5th edition). United States of America: Lawrence Erlbaum Associates, Inc.
González, G., & María, A. (2017). Reading Comprehension in an English as a Foreign Language Setting: Teaching Strategies for Sixth Graders Based on the Interactive Model of Reading. Bogotá, Colombia: Universidad Pedagógica Nacional.
An, S. (2013). Schema Theory in Reading. Theory and Practice in Language Studies, 3 (1), 130-134.
Kitao, S. K (1989). Reading Schema Theory and second Language Learners. Tokyo: Eichosha.
Turner, D. F (2010). Evaluating the Effectiveness of Fluency-Oriented Reading Instruction with Increasing Black and Latino Reading Fluency, As Compared to Asian and White Second-Grade Students' Reading Fluency. The Journal of Negro Education, 79 (2), 112-124.
Duff, D., Tomblin, B. J & Catts, H. (2015). The Influence of Reading on Vocabulary Growth: A Case for a Matthew Effect. J Speech Lang Hear Res, 58 (3), 853–864.
Laufer, B. (2010). Lexical threshold revisited: Lexical text coverage, learner’s vocabulary size and reading comprehension. In Reading in a ForeignLanguage, 22 (1), 15-30.
Nation I. S. P. (2002). Learning Vocabulary in Another Language. United Kingdom: Cambridge University press.