Abstract:
Reading comprehension involves the ability to interact with written texts and understanding or
creating meaning out of them. English language largely depends on the learner’s ability to read
and comprehend texts given to them by their teachers. However, it is notable that, while teaching
reading comprehension, the teaching approach used in instruction largely affects the learner’s
ability to learn reading comprehension. In Uganda, particularly, the teacher-centered approach
has been largely employed in teaching and learning generally, and this has both positive and
negative impacts on the learner’s ability to develop reading comprehension skills. This proposed
research therefore seeks to assess the impact of the teacher-centered approach on the teaching
and learning of reading comprehension in secondary schools in Uganda. The case study will
employ a general review and situational analysis of how the teacher-centered approach
employed in teaching and learning reading comprehension affects the learner’s ability to
develop the comprehension skills in Mama Kevina Secondary School, Tororo.
