TEACHING PUPILS WITH READING DIFFICULTIES IN REGULAR CLASSROOM IN JOS SOUTH LOCAL GOVERNMENT AREA, PLATEAU STATE, NIGERIA

SAMUEL B. MILAHAM (Ph.D.) & RAHILA S. MILAHAM

Abstract

Reading is one area that is problematic for teachers to teach. Majority of them cannot identify, recognise and assist pupils with reading difficulties in their classrooms. They cannot differentiate between teaching English and teaching reading. This research investigated the teaching methods and resources used by teachers for teaching pupils with reading difficulties and how teachers in Jos South Local Government Area recognise and assist pupils with reading difficulties in their regular classroom learn to read. Qualitative research was used to answer the research questions. Semi-structured interviews were used to collect data. Thematic analysis was employed to organise and analyse the data collected. Three schools were involved in the study. The results show that the teachers have difficulties with identification, recognition and how to assist pupils with reading difficulties. The teaching methods and resources teachers used are choral recitation, provision of letters and words on flash cards as methods and support. This suggests that the problems face by pupils with reading difficulties might not be addressed as seen in the large number of pupils failing to read. Based on these, the researcher recommends regular refresher courses for teachers on how to identify, recognise and support pupils with reading difficulties learn to read

Keywords: Reading, Reading difficulties, Regular classrooms, Support and Resources