Teaching Reading Skills in Rural Primary Schools Through The Use Of Pictorial Dictionaries

Abstract

Second language learners are faced with difficulties in learning the meanings of the words they need to acquire in functional knowledge of the second language. Learners usually fail to associate the sound and form of the word with the intended meaning. Such learners are assisted by using picture reading books when available. The study aimed at exploring the usage of pictorial dictionaries in developing learners reading skills in primary schools. Using the qualitative case study interpretative design in conducting this study, data was collected through interviews and documents. The study found that there is a shortage of picture reading books for rural primary learners. The study also found that there is a need for pictorial books for learners in primary schools for them to develop better reading skills. Since pictorial reading books are found to be necessary sources in learning a language by learners, the research suggested some recommendations that can be used in the compilation of such reading books. The study recommends that pictorial books be part of the prescribed readings for learners in the Foundation Phase. This will assist them in developing their comprehension of the readings. Pictorial illustrations in reading books play a significant role in the life of Foundation Phase learners.