Browsing by Author "Adong, Harriet"

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Performance in English by learners with communication disorders in Aber primary school, Oyam district
(Kyambogo University(Unpublished work), 2018-12) Adong, Harriet
This study was intended to investigate the Performance in English by Learners with Communication Disorders in Aber Primary School, Oyam District. An interview guide was used for data collection from 25 participants; case study design and qualitative method were employed in the study. Data were analyzed by using tables. The findings of the study were that; Most Learners with Communication Disorders were found to be unable to tell new words in English. Majority of these learners are not clear in their phrases, unable to combine two or more words in English. Many learners are poor in articulation of words and at the same time unable to construct right and meaningful sentences. Some learners cannot hold free conversation with peer s and adults, unable to read accurately, and that; such learners are unable to follow text or story more closely. They are poor in completing the assignments, many pictures and rewards/tokens motivate learners to read in school and for pleasure. Conclusively, most Learners with Communication Disorders are not aware of vocabulary, not clear in phrases and cannot combine two or more words in English hence more teachings by the teachers should be emphasized to improve on their Grammar since these learners are educable. Learners in Aber are not performing well in articulation of words, constructing right and meaningful sentences and are not holding free conversation with peers and adults, these results in poor Spoken English. Most Learners with Communication Disorders are unable to; read more accurately, follow text or story more closely, poor in completing the given assignments, pictures, rewards and tokens motivates learners to read in school and for pleasure, this indicates that their English Comprehension is not good enough which needs to be improved by teachers. Few recommendations/comments directed to teachers are as follows; to improve on Learners Grammar, teachers should improvise vocabulary tree, flash cards, labeled nature corner, La/king compound, these prompts incidental learning in learners. Teachers should encourage learners Lo use English in School, teach both vowel and alphabetical fellers to these learners since they are educable, good pronunciation, vocabulary, simple conversation should be given to them to improve spoken English. More Comprehension stories full of pictures should be given to learners so that they are able to read the story or text more closely. Assignments should be marked and rewarded to encourage them to participate more in the next exercise.