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EFFECTIVE TEACHING OF READING SKILLS TO SOME SELECTED JUNIOR SECONDARY SCHOOLS IN SURULERE LOCAL GOVERNMENT OF OYO STATE


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Abstract
It is widely accepted that among the various essential competencies crucial for lifelong learning and sustainable development, none holds a more central role than the ability to read and write. This study aims to explore the effective teaching of reading skills to some selected junior secondary schools in Surulere local government area of Oyo state, while also considering the various factors both in support of and against this endeavor. The paper delves into the conceptual aspects of reading skills and provides an overarching view of different categories, including skimming, scanning, intensive reading, and extensive reading, among others. Additionally, the paper examines related phenomena pertinent to this topic, such as reading difficulties, their causes, various taxonomies of reading difficulties, approaches to remedying these challenges, and strategies for teaching reading skills. In conclusion, the paper underscores strategies for enhancing the efficiency of teaching reading skills in secondary schools. These strategies encompass collaborative efforts involving parents and teachers to address children's reading difficulties and advocate for the inclusion of reading as a dedicated course within teacher-training programs.

CHAPTER ONE

                                                INTRODUCTION

Background of the study

The teaching and acquisition of reading and writing have over the years attracted the attention of many scholars because of their central role in scholarship. No single problem has received more attention from educational and psychological laboratories than the problem of understanding the reading process. According to Dechant (2017), both teachers and research specialists have sought to understand what reading is, how reading is developed and what adjustments in reading and material must be made in order that all pupils may profit optimally from its instruction. Dechant further states that interest in reading is anchored on the fact “that those who fail in school usually have failed first in reading… if the first button of a man’s coat is wrongly buttoned, all the rest are certain to be crooked. Reading is that first button in the garment of education (Dechant, 2017). Fluency in reading relies on a diverse set of skills. Furthermore, it falls upon educators to assume the crucial role and responsibility of crafting, planning, and delivering an effective reading curriculum, thereby fostering adept readers (Chinttha, 2018). Cultivating the ability to focus and exercise selectivity in one's reading habits can significantly reduce the time expended on reading. Hence, enhancing one's reading skills takes precedence over simply increasing reading speed (Allan & Edward, 2020). Trudell, Dowd, Piper, & Bloch (2012) assert that, among the core competencies recognized for fostering lifelong learning and sustainable development, none holds a position as central as the capacity to read and write (Medadi, 2014). However, the capability to read stands as a pivotal determinant of students' success or failure. Consequently, students must cultivate the habit of reading to excel across all academic disciplines, as proficient readers enjoy a greater likelihood of achieving excellence (Adeniji & Omale, 2018). In light of this, Amutheazi (2016) deems it imperative to urgently investigate the root causes of poor reading comprehension among our students and to identify enduring solutions to this issue. Being able to read fluently depends on a number of different skills. Moreover, it is the teachers’ role and responsibility to provide, plan and teach an effective reading program that will enable the learner to become a skilful reader (Chinttha, 2008). Being focus and selective in one’s reading habits will reduce the time one spends reading. Therefore, it is more important to improve one’s reading skills than improving reading speed (Allan & Edward, 1980). Trudell, Dowd, Piper, & Bloch, (2012) hold that, of all the core competencies recognized to contribute to lifelong learning and sustainable development, none is quite as central as the ability to read and write (Medadi, 2014). However, the ability to read is one determiner of students' success or failure. Therefore, they must form the habit of reading to perform well in all subjects. This is because good reader has a better opportunity for greater achievement (Adeniji & Omale, 2010). To this effect, Amutheazi (2010) consider it necessary, as an urgent matter, to investigate into the causes of poor reading comprehension among our pupils with a view to finding a lasting solution to the problem. Being able to read fluently depends on a number of different skills. Moreover, it is the teachers’ role and responsibility to provide, plan and teach an effective reading program that will enable the learner to become a skilful reader (Chinttha, 2018). Being focus and selective in one’s reading habits will reduce the time one spends reading. Therefore, it is more important to improve one’s reading skills than improving reading speed (Allan & Edward, 2010). Trudell, Dowd, Piper, & Bloch, (2012) hold that, of all the core competencies recognized to contribute to lifelong learning and sustainable development, none is quite as central as the ability to read and write (Medadi, 2014). However, the ability to read is one determiner of students' success or failure. Therefore, they must form the habit of reading to perform well in all subjects. This is because good reader has a better opportunity for greater achievement (Adeniji & Omale, 2010). To this effect, Amutheazi (2017) consider it necessary, as an urgent matter, to investigate into the causes of poor reading comprehension among our pupils with a view to finding a lasting solution to the problem.

  • STATEMENT OF THE PROBLEM

Reading is commonly regarded as the process of extracting meaning from written symbols. It serves as a fundamental foundation for knowledge acquisition, especially during the early stages of education. In Nigeria, the development of proficient English reading skills is imperative due to its role as the primary medium of instruction, spanning from post-basic education to tertiary levels. Introducing young learners to effective reading skills within the realm of basic education is seen as pivotal. It is believed that this early exposure equips students with the ability to extract meaning from printed words, comprehend the author's ideas, identify essential details within a text, understand the contextual meanings of individual words, grasp elements like rhyme, proverbs, anagrams, and various linguistic features encountered in their academic subjects. Although the National Policy on Education (NPE) stipulates the use of First Language (L1), Mother Tongue (MT), or the Language of the Immediate Environment (LIE) as mediums of instruction in Early Child Care and Development Education (ECCDE) (Nursery School), as well as early and middle basic education (Primary 1-3), this policy has often been disregarded in educational settings. Consequently, many students face challenges when attempting to read in their target language, primarily due to their unfamiliarity with effective reading skills. As a result, reading skills tend to be undervalued within the framework of basic education in the country. The joy of reading is one that everyone (child and adult) should experience. But all too often in our rush to teach the mechanics of reading, we fail to provide and motivation for reading as a pleasurable activity. This is the point of this study. The reading and writing competencies of Nigerian Secondary students are weak. As stated earlier, available research show that the performance of students in these two core skill areas are marred by poor foundation among other factors. Students can neither read nor write fluently in English in spite of the various attempts to redress these problems. Researchers and experts like Onukaogu (2013), Cullinan (2011) and Alteweger (2018) have recommended the use of literature based curriculum as a means of enhancing students’ reading and writing competencies. Given the impact of storytelling and retelling on the linguistic development of children, it becomes necessary investigate if storytelling and retelling can impact positively on the reading comprehension and written composition competencies of some select junior secondary school students. This study aims to provide English language teachers with insights into the state of reading practices within junior secondary schools in Nigeria. It explores the concept of reading, identifies the challenges hindering the teaching of reading skills, and proposes potential solutions to address these issues.

  • OBJECTIVE OF THE STUDY

The study has one main objective which is sub-divided into general and specific objective, the general objective is to examine the effective teaching of reading skills to some selected junior secondary schools in Surulere local government area of Oyo state. The specific objectives are;

  1. To examine the merit of effective teaching of reading skills on student academic performance
  2. To examine if there is any relationship between effective reading skills and students’ academic achievement in selected junior secondary schools in Surulere local government area of Oyo state
  • To examine the role of teachers in effective teaching of reading skills in selected junior secondary schools in Surulere local government area of Oyo state
  1. To proffer suggested solutions to the identified problems
    • RESEARCH QUESTIONS

The following research questions were formulated by the researcher to aid the completion of the study;

  1. Is there any merit of effective teaching of reading skills on student academic performance?
  2. Is there any significant relationship between effective reading skills and students’ academic achievement in selected junior secondary schools in Surulere local government area of Oyo state?
  • Does teachers play any role in effective teaching of reading skills in selected junior secondary schools in Surulere local government area of Oyo state?
    • RESEARCH HYPOTHESES

The following research hypotheses were formulated by the researcher to aid the completion of the study;

H0: There is no merit of effective teaching of reading skills on student academic performance

H1: There is merit of effective teaching of reading skills on student academic performance

H0: There is no significant relationship between effective reading skills and students’ academic achievement in selected junior secondary schools in Surulere local government area of Oyo state

H2: There is a significant relationship between effective reading skills and students’ academic achievement in selected junior secondary schools in Surulere local government area of Oyo state

  • SIGNIFICANCE OF THE STUDY

It is believed that at the completion of the study, the findings will be of great importance to secondary school teachers in Surulere as the findings will aid effective teaching of reading skills to some selected junior secondary school students. The study will also be of great importance to researchers who intend to embark on a study in a similar topic as the study will serve as a pathfinder to further study. The study will also be of great importance to student’s teachers and the general public as the study will contribute to the pool of existing literature on the subject matter and also contribute to knowledge.

  • SCOPE AND LIMITATION OF THE STUDY

The scope of the study covers effective teaching of reading skills to some selected junior secondary schools in Surulere Local government of Oyo State. But in the course of the study, there are some factors that limit the scope of the study;

AVAILABILITY OF RESEARCH MATERIAL: The research material available to the researcher is insufficient, thereby limiting the study

TIME: The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.

FINANCE: The finance available for the research work does not allow for wider coverage as resources are very limited as the researcher has other academic bills to cover.

  • OPERATIONAL DEFINITION OF TERMS

Effective teaching

Effective teaching is the knowledge, strategies, processes and behaviors which lead to good student outcomes.

Reading

Reading is the process of taking in the sense or meaning of letters, symbols, etc., especially by sight or touch.

Reading skills

Reading skills are abilities that pertain to a person's capacity to read, comprehend, interpret and decode written language and texts

Junior secondary schools

Junior Secondary is a phase of education in state secondary schools for Years 7, 8 and 9, which helps to ensure the bridge between primary and secondary school is safe, strong and consistent for all students.

 

1.9 ORGANIZATION OF THE STUDY

This research work is organized in five chapters, for easy understanding, as follows

Chapter one is concern with the introduction, which consist of the (overview, of the study), statement of problem, objectives of the study, research question, significance or the study, research methodology, definition of terms and historical background of the study. Chapter two highlight the theoretical framework on which the study its based, thus the review of related literature. Chapter three deals on the research design and methodology adopted in the study. Chapter four concentrate on the data collection and analysis and presentation of finding.  Chapter five gives summary, conclusion, and recommendations made of the study.

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Author: SPROJECT NG