A TRACER STUDY ON TEACHERS PEDAGOGY AND THE READING SKILLS OF SOME STUDENTS AT JUNIOR SECONDARY SCHOOL: PRELIMINARY OBSERVATIONS

Abstract

This paper examines teacher classroom practices in developing reading skills in literature classroom at junior secondary level in Botswana. The reading skill is pivotal since it facilitates the acquisition of knowledge in the learning process. The study is qualitative and used classroom observations, interviews, studied students’ artefacts and teachers’ schemes and records of work. The findings indicate the need for concerted effort on the part of teachers to develop reading skills in the learners. The study recommends the need to reflect on and incorporate effective classroom pedagogy to develop reading skills better in students.