Challenges Fourth Grade Learners Encounter In Reading English Second Language: Six Primary Schools In Ohangwena Region

ABSTRACT

This study sought to identify the challenges fourth grade learners encounter in reading English second language, with refer to six primary schools in Ohangwena region. The study specifically focused onchallenges that hamper learners in reading English second language, the learners’ abilities in phonological awareness, their knowledge of alphabet, and the reading instructional methods teachers’ use when teaching reading to English as a second language in Grade 4. The study used a mixed research design approach. Forty eight learners were selected using probability random sampling; and six Grade 4 teachers were selected using purposive sampling. Interviews, observations and questionnaires were used to collect data. Regarding the types of errors made by learners, the study found that leaners failed to pronounce syllables, omitted words when reading, and failed to read fluently. These reading problems related to poor mastery of phonic sounds, poor syllable blends and weak visual discrimination. The study established that teachers used both the phonic and whole word approaches when teaching reading, but the whole word approach was more popular than the phonic method. One of the factors contributing to poor word attack skills among learners was identified as the use of the whole word method more than the phonic method in teaching reading. The study found the following factors contributing to Grade 4 learners’ difficulties in reading in English: lack of reading continuity, automatic promotion, poor reading readiness background, lack of home support and poor teaching methods.