Dramatization of Picture Reading as A Medium For Helping Children in Basic Schools

ABSTRACT 

The problem of making meaning from a textbook by basic school pupils in order to maximise their learning potential in Ghana is a constant worry. Research into ways of solving this problem at such a time is of great importance to all stakeholders alike. The objectives of this project is to explore the possibility of incorporating drama in picture reading and assess the effectiveness of drama in the teaching of English comprehension through picture reading at St. Peter’s Anglican Basic school, Nungua. Data collection methods include interviews and focus group discussions as well as classroom observation. Descriptive, analytical, and interpretative means were used in analysing data. Key results showed that, drama has been proven to be a viable tool to incorporate into English comprehension lessons in order to help learners improve on their levels of understanding, memorizing, and retention of lessons taught. Additionally, both the academically endowed and the less academically endowed through dramatized picture reading can consciously or unconsciously be helped in the classroom to grasp all lessons taught with ease. Recommendations include encouragement of dramatization of picture reading, which is a child centred teaching style to be instituted into the Ghanaian school curriculum as a medium to help all basic school children.