Abstract:
Reading strategies play a crucial role in enhancing pupils' reading comprehension performance in the learning of the English Language (EL). However, the development and application of effective reading strategies have been challenging for school pupils, particularly in Yamoransa. The main objective of this study was to explore the reading strategies employed by Junior High School (JHS) pupils in Yamoransa, with the aim of gaining a deeper understanding of the complexities involved in the teaching and learning of reading comprehension, as well as the experiences of both pupils and teachers in the school setting. A qualitative case study approach was adopted for this research, underpinned by Vygotsky's (1978) theory of Constructivism. Data were gathered from thirty-three (33) participants through in-depth interviews and observational techniques. The study identified questioning, reading aloud, reading tests, and modeling as key reading strategies used to address reading difficulties in English Language comprehension. The findings of this study provide valuable insights for policymakers, teachers, parents, and stakeholders at Yamoransa and beyond about the significance of implementing effective reading strategies to enhance EL reading comprehension and improve pupils’ academic performance. Based on the results, the study recommends reducing class sizes, improving the school environment, and ensuring that adequate reading materials are made available by the Mfantsiman Municipal Directorate of Education. It was also found that large class sizes, an unconducive school environment, insufficient reading materials, and excessive playtime among pupils contributed to poor reading performance and ineffective reading strategies.
