Instructional Strategies and Learner Behaviour in Reading: Insights from an Inclusive Basic School in Ghana

The ability to read effectively forms the foundation for academic success and lifelong learning. However, many basic school learners in inclusive settings face challenges in developing positive reading behaviours and acquiring adequate reading skills. This study explored the instructional strategies employed by teachers and identified effective methods for promoting positive learner behaviours toward reading at the University Practice South Inclusive Basic School in Ghana. Guided by Interactive Model of Reading, the research employed a qualitative case study approach. Using classroom observations and semi-structured interviews, data were collected from six teachers from both lower and upper primary levels through purposive sampling. The findings revealed that teachers utilized a combination of questioning techniques, group discussions, peer reading, and the strategic integration of learners’ first language (L1) to enhance engagement and comprehension. Additionally, strategies such as storytelling, structured peer tutoring, and the creation of inclusive reading environments were identified as effective in cultivating positive learner attitudes toward reading. The study recommends that teacher education programs emphasize practical, inclusive reading strategies, and that parents, schools, and communities collaborate to create supportive literacy environments both inside and outside the classroom. These findings contribute to the ongoing discourse on improving literacy instruction in inclusive basic schools, particularly within the Ghanaian educational context.