Towards Best Practices in Teaching Reading Comprehension in a Tobago Anglican Primary School

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dc.DegreeTypeM.Ed.en_US
dc.DepartmentEducationen_US
dc.FacultyHumanities and Educationen_US
dc.InstitutionUniversity of the West Indies (Saint Augustine, Trinidad and Tobago)en_US
dc.contributor.authorArmstrong, Jarrel
dc.date.accessioned2020-01-21T19:13:41Z
dc.date.available2020-01-21T19:13:41Z
dc.date.issued2017
dc.description.abstractThis study investigated the causes of students’ poor reading and comprehension competencies in the junior department at a primary school in Tobago. Data were collected through interviews with seven teachers, as well as through observations and the administration of questionnaires. The findings revealed that the participants attributed the students’ poor performance in reading and comprehension to the inability of some teachers to effectively impart strategies that would improve student performance, as well as to the students’ inability to read and decode text.en_US
dc.identifier.urihttps://hdl.handle.net/2139/48290
dc.subject.otherCase studiesen_US
dc.subject.otherTeaching methodsen_US
dc.subject.otherComprehensionen_US
dc.subject.otherAction researchen_US
dc.subject.otherPrimary school teachersen_US
dc.subject.otherTeacher attitudesen_US
dc.subject.otherTobagoen_US
dc.subject.otherTrinidad and Tobagoen_US
dc.titleTowards Best Practices in Teaching Reading Comprehension in a Tobago Anglican Primary Schoolen_US
dc.typeThesisen_US

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