Abstract

The study sought to determine activities of teachers that enhance reading interest of Early grade learners. The study employed sociocultural theory and its importance in acquisition of reading skills and knowledge. Quantitative research design (method) was employed in this study and data was obtained from structured questionnaires that were administered to the class teachers. The study adopted a purposive sampling in selecting fifteen (15) Early grade class teachers at a public school in Asutsuare (Ghana). Data obtained was analyzed using SPSS (Statistical Package for Social Sciences and Services Solutions; formally Statistical Package for the Social Sciences). The analysis revealed that using guided reading in the classrooms and questions were identified as the most activities that influenced their interest in reading. Engaging the children in book talks and Reading picture books were then followed. Also, identifying children’s attitude to reading, Storytelling and identifying children’s attitude to reading were identified as means to enhance their interest. Motivating reading and reading aloud to children were least identified by the teachers among the other activities. Therefore, teachers must ensure that pupils are compelled to read and pronounce words appropriately.