THE TEACHING OF READING FLUENCY TO GRADE FOUR MULTILINGUAL LEARNERS IN MPEZENI ZONE OF CHIPATA DISTRICT, ZAMBIA.

Abstract

The aim of this study was to investigate the teaching of reading fluency to Grade 4 multilingual learners in Mpezeni Zone of Chipata district of Zambia. The study used descriptive phenomenology design under qualitative research approach. The sample comprised 12 Grade 4 teachers purposively selected from three primary schools in Mpezeni Zone. Interview guides and classroom observation guides were used for data collection. The study findings revealed that demonstration, repeated reading, read aloud, individual reading, choral and group work were some of the strategies used by teachers to teach reading fluency in the zone. The study also that language barrier, over enrolment, shortage of appropriate reading materials, shortage of teachers and learner shyness were the common challenges which impeded the teaching of reading fluency. Further, the study noted that, if put to good use, practices such as repeated reading, read aloud, choral reading, paired reading, parental involvement, frequent workshops/Teacher Group Meetings (TGMs), remediation and bilingual resources can help teachers to effectively teach reading fluency in Mpezeni Zone. The study recommended that supervisors at school, zonal, district and provincial levels must frequently monitor the teaching of reading fluency to ensure teachers use appropriate approaches at all times. Government, through Ministry of Education and other stakeholders, must expand existing rural primary schools or build more to decongest classrooms, deploy more primary school teachers in areas and periodically supply more reading materials to meet the demand.