AN INVESTIGATION ON HOW SCHOOL LIBRARIES SUPPORT STUDENTS WITH READING DIFFICULTIES: THE CASE OF KANYE JUNIOR SECONDARY SCHOOLS

Abstract

This study sought to investigate how school libraries support students with reading difficulties and focusses on junior secondary schools in Kanye. The study is informed by Gibson’s Critical Library Service Categories Framework on library policies, facilities, services and staff training needs. The research uses both qualitative and quantitative methods for dual benefit. Participants of the study consisted of school managers, teacher librarians and students with reading difficulties. Purposive sampling was used to select school managers and teacher librarians while census sampling was used for the 133 students with reading difficulties. Observation, survey, document analysis and interview techniques were used as data collection tools. The study established that students with reading difficulties were not helped adequately and that schools lack policies for dealing with such students. Based on the salient findings, the study makes recommendations pertaining to how school libraries can enhance their support for students with reading difficulties.