The Impact of Teacher's Skills on the Teaching and Learning of English Reading to Grade One Learners in Tsholotsho Rural District in Zimbabwe

This study explored the impact of teacher skills on English reading teaching among grade one learners in Tsholotsho Rural District, Zimbabwe. The research reveals that teacher skills play a pivatol role in determining learner outcomes. However, some teachers in the district lack teaching skills, affecting their ability to deliver effective reading instruction.The study finds that teachers in the district predominantly use the phonics method, whole word approach and THRASS (Teaching Handwriting Reading and Spelling Skills) for teaching English reading. These methods are favoured for their effectiveness in teaching basic reading skills. However, the introduction of Ndebele sounds prior to English sounds poses a challenge. The research underscores the importance of teacher skills in improving reading outcomes. It highlights the need for targeted teacher training and support to enhance teacher effectiveness. The study's findings have implications for educational policy and practice, emphasizing the need for deploying infant trained teachers to rural schools to teach grade one classes.