TEACHERS’ PERCEPTION OF THE IMPACT OF INSTRUCTIONAL STRATEGIES ON CHILDREN WITH READING DIFFICULTY IN GHANA

The study investigated teachers’ perception of the impact instructional strategies on pupils with reading difficulties in selected districts Central Region Ghana. A concurrent embedded mixed method design was used for this study. Proportionate stratified sampling procedure to select ninety-five (95) upper primary teachers response rate 100% representing 95 teachers. Data were collected using a questionnaire and interview schedules. Statistical tools data analysis mainly frequency distribution percentages, means standard deviations independent samples t-test, however, Braun Clarke (2006) thematic analytic approach analyse qualitative data. revealed that Teachers had negative perceptions about difficulties. Also, role play, read aloud, direct instruction group activities frequently teaching recommends Ghana Education Service collaboration all head should organise workshop difficulty three districts. Further, Ministry through find providing resources support schools