EXPLORING THE COMMON READING DIFFICULTIES IN ENGLISH AMONG STANDARD SIX PUPILS: EXPERIENCE FROM PUBLIC PRIMARY SCHOOL IN TANZANIA
DOI:
https://doi.org/10.30595/rissej.v3i2.350Keywords:
Primary Schools, Reading Difficulties, Standard Sis PupilsAbstract
This study explored common reading difficulties among Standard Six pupils in public primary schools in Tanzania. Employing a qualitative approach with a phenomenological study design, data were collected through semi-structured interviews and focused group discussion (FGDs) involving 54 participants; seven (7) Head teachers, five (5) external school quality assurers, six (6) English teachers, and thirty-six (36) Standard Six pupils. Findings indicated that reading was critical challenge among the pupils, particularly in areas such as fluency, decoding, comprehension, and vocabulary. Cognitive constraints, particularly memory issues, further exacerbate these difficulties. This study calls for targeted interventions, including the use of interactive instructional strategies and improved teaching and learning environment such as access to learning materials and use of teaching aids to promote reading skills and memory retention among pupils.
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