Dissertation (MA Education)This study investigates teaching and learning methods that enhance reading among pre-primary children in Tanzania. The specific objectives of this study were: to identify the common teaching and learning methods used by teachers to enhance reading skills among pre-primary children, to explore when teachers assess the ability of pupils and help them and to examine the challenges encountered by pre-primary teachers in teaching reading skills. The study was conducted in Chamwino District, where by four public primary school were involved. The study involved 12 participants where 8 were pre-primary teachers and 4 were head teachers. The study employed qualitative approach method by using purposeful sampling technique, which included critical case to obtain participants. Data were collected through interviews, observation and documentary analysis. The findings of the study revealed that pre-primary teachers taught reading skills in early age through using different methods. They used phonic and read loud methods. It was found that many pre-primary teachers preferred to use phonic method with didactic and interactive strategies using cards of sounds, vowels and words; songs; and charts. This implied that many pre-primary teachers were using the methods that were making the reading activities to be child-centred, although there were few teachers who were employing teacher-centred approach. It was also found that there were some challenges that were hindering the pre-primary teachers in the process of teaching and learning reading. Such challenges include: overcrowded classrooms, lack of teaching and learning facilities, lack of in-service training and seminars and language of instructions. The study concludes with the argument that, despite the challenges, many teachers were using different cooperative and interactive methods and strategies to teach reading. The study recommends the combined efforts of the government and other pre-primary education to find the ways to eliminating challenges that hinder teaching reading activities. In particular, that some pre-primary teachers need in-service trainings in order to equip them with current update methods of teaching and learning in pre-primary schools.