Inclusive Classrooms, Inclusive Readers: Examining Learners’ Reading Behaviours in a Ghanaian Inclusive School

This study was conducted at the University Practice South Inclusive Basic School in the Effutu Municipality of Ghana’s Central Region to explore learners’ behaviours toward reading. Guided by an interpretivist research philosophy, the study employed a qualitative approach and adopted a case study design. The population comprised 50 individuals (47 learners and 3 teachers), out of which 14 participants including 12 learners and 2 English Language teachers were purposively selected. Data were gathered using semi-structured interview guide and non-participant observation guide. Interviews were conducted through face-to-face interactions, and thematic analysis was used to interpret the findings. The results revealed that learners generally demonstrated positive attitudes toward reading, particularly when exposed to materials that align with their interests and needs. Key factors influencing learners’ reading behaviours included teacher support and motivation, peer influence, fear of failure, and curiosity. Additionally, instructional strategies such as questioning and answering, group discussions, presentations, paired reading, and occasional use of learners’ first language were identified as effective in promoting reading engagement. Furthermore, practices such as supportive teacher-learner interactions, library visits, and peer tutoring were found to foster positive reading behaviours. The study recommends that headteachers, teachers, policymakers, and other education stakeholders work collaboratively to establish learner-centred, supportive reading environments that inspire reading motivation and lifelong literacy habits.