RUAHA CATHOLIC UNIVERSITY

This study identified the impact of instructional practices used by teachers to teach reading fluency to primary school pupils in Iringa Municipality. A qualitative approach and a case study design were used to describe and understand the participants’ views and experiences, whereas purposive sampling was used to select primary school language teachers. Interviews, observation, focus group discussion, and document review were used to collect data. The findings of the study revealed that teachers considered group reading among pupils, modelling for roleplay, reading short and long stories, assisted reading practices, and activities of reciting simple and compound sentences as the common instructional practices used in teaching reading to pupils. The relevance of instructional materials was through reference to the requirements by the given competencies listed in the syllabus, assigned to the specific level, involving content from textbooks and further amplified by visual aids like wall charts. The study recommends language teachers be aware of the instructional practices used during reading sessions and make thorough preparations before reading sessions to familiarize them with the content they plan to teach the pupils.

Fluency, Instructional Practices, Reading, Teaching Strategies