Learning to Read in English in Different Environments: A Case of Selected Schools in Lusaka and Mufulira Districts

Abstract

This study mainly focused on learning to Read in English in Differing Environments. Selected public and private schools in Lusaka and Mufulira urban districts in Zambia were targeted, with a population of all Grade 3 learners, totaling 150. Reading tests, semi-guided interviews, focus group discussions and a check list for lesson observation were done. A qualitative approach was used to probe and to get deep insights of how reading in English was taught. The qualitative data was analysed through the identification of teachers' common themes, descriptions and experiences. Conclusions were reached and analysed with reference to the research questions. Quantitative data was analysed using a t-test to compare the reading levels between learners in public basic and private schools. The findings indicate that learners in private schools have a conducive environment for learning how to read in English. The study found that public basic schools do not use the recommended PRP. Public schools did not have enough teaching and learning materials. It was established that learners in public schools did not read according to their reading levels while learners in private schools did that effectively. The recommendations were that the Ministry of Education needed to provide enough equipment and materials, and train teachers appropriately as well as early out regular inspection exercises. In the same way, it was incumbent on the school authorities to cooperate with parents.