AN EVALUATION OF READING KNOWLEDGE AND LINGUISTIC READING SKILLS ACHIEVEMENT OF GRADE1 LEARNERS IN SIX SCHOOLS OF MILENGE DISTRICT OF LUAPULA PROVINCE ZAMBIA

Abstract

The purpose of the study was to evaluate the Reading knowledge and linguistic Reading skills achievement of Grade 1 learners in three schools that are close to the District Administrative centre and three schools that are far from the District Administrative centre. The study employed a mixed method paradigm of an embedded method and descriptive survey design that used purposive and simple random sampling to select 6 Head teachers, 6 teachers, 6 SICs, 2 Education standards officers and 80 learners. Data was obtained from respondents by means of interviews, questionnaires and classroom observation schedules. Frequency, percentages, tables, graphs and pie-charts were used to analyze the quantitative and qualitative data obtained. Data was then analyzed by use of the Statistical Package for Social Science (SPSS) computer package. The findings revealed significant differences in that learners achievement of Reading knowledge and linguistic Reading skills between the two sets of schools. Findings showed differences in learners attendance of lessons and teachers absence in classrooms, poor state of infrastructure, multiple sessions, poor pedagogical practices, absence of adequate and appropriate teaching and learning materials in reading, limited number of textbooks, lack of improvisation, inadequate internal and external monitoring, irregular CPD meetings, poor teaching methods and techniques, inadequate assessment and poor record keeping.