Strategies and Interventions for Enhancing Reading and Writing Skills among English Language Learners in Primary Schools within Yenagoa Local Government Area, Bayelsa State

Abstract

The study assessed the effective interventions and strategies for supporting English Language Learners with reading and writing challenges in primary schools in Yenagoa Local Government Area of Bayelsa State. The research design employed a survey approach, utilizing primary data collected through structured questionnaires. The population of the study consisted of primary school teachers in Yenagoa Local Government Area, with a sample of 409 teachers selected for the study. The instrument for data collection was a structured questionnaire developed by the researcher and validated by experts. The data was analyzed using mean scores to address the research questions. Based on the findings, it was revealed that the challenges faced by learners struggling with reading and writing in English are pervasive and multifaceted, significantly affecting their literacy development. Furthermore, the intervention strategies used to support these learners were found to be diverse and moderately effective. These strategies, including phonics-based instruction, small group teaching, and remedial classes, were not fully effective due to challenges such as limited resources, inconsistent implementation, and a lack of sufficient teacher training. The study recommends that more targeted and intensive interventions, along with improved teacher professional development and resource allocation, be implemented to better address the literacy challenges faced by learners in Yenagoa Local Government Area.