AN INVESTIGATION INTO METHODS OF
TEACHING READING COMPREHENSION IN SELECTED
TEACHING READING COMPREHENSION IN SELECTED
SENIOR SECONDARY SCHOOLS
TABLE
OF CONTENTS
OF CONTENTS
Title Page
Approval Page
Certification
Dedication
Acknowledgements
Table of Contents
Abstract
CHAPTER
I: INTRODUCTION
I: INTRODUCTION
Background of the Study
Statement of the Problem
Purpose of the Study
Significance of the Study
Delimitation of the Study
Research Questions
Assumption of the Study
CHAPTER
II: REVIEW OF LITERATURE
II: REVIEW OF LITERATURE
The Meaning and Functions of Reading
Problems encountered in the teaching of reading
comprehension in English
Definition of Reading Skills
Types of Reading
Teaching Reading Comprehension
Reading Comprehension Difficulties
Linguistic comprehension as a source of poor reading
comprehension
comprehension
Causes Poor Reading Comprehension
Factors Affecting the Teaching of Reading
Comprehension
Comprehension
Summary of Literature Reviewed
CHAPTER
III: METHODOLOGY
III: METHODOLOGY
Design of the Study
Area of the Study
Population of the Study
Sample and Sampling Techniques
Instruments for Data Collection
Validity of the Instruments
Reliability of the Instruments
Methods of Data Collection
Methods of Data Analysis
CHAPTER
IV: PRESENTATION AND ANALYSIS OF DATA
IV: PRESENTATION AND ANALYSIS OF DATA
Data Analysis
Discussion of Findings
CHAPTER
V:
V:
SUMMARY,
CONCLUSION AND RECOMMENDATIONS
CONCLUSION AND RECOMMENDATIONS
Summary
Conclusion
Implication of the study
Recommendations
Limitations
Suggestions for further Research
References
Appendix
ABSTRACT
This
study examined the method of teaching reading
comprehension in Senior Secondary Schools in Ose Local Government Area of Ondo
State. It adopted descriptive research design of survey type which comprises of
all Senior Secondary Schools in Ose Local Government Area of Ondo State. Simple
random sampling technique was used to select 50 students from five selected
schools in the study area. Questionnaire was used as instrument for the study.
The data collected were analysed descriptively using percentage frequency. The
results showed that teachers’ influence, poor mastery of English, unavailable
instructional materials and inadequate time for reading are the problems
militating against reading comprehension. There are also inadequate teachers to
teach the subject in Ose Area. Other factors are: inadequate time allocated for
the subject, inadequate facilities for teaching reading comprehension and
interference of mother tongue. All these affect the teaching of reading
comprehension in the secondary schools. It was therefore recommends
that: Government should make provision for adequate
well trained and certified teachers. Government can organise remedial courses,
seminars and workshops for teacher to improve their reading skills and
comprehension ability; teaching facilities including textbooks for both students
and teachers should be adequately provided to facilitate effective reading in
schools; school should try to de-emphasis mother tongue between teacher and
students and vice-versa to promote the use of English in the school; the school
authority should create more time in the school time table for the teaching of
reading comprehension.
study examined the method of teaching reading
comprehension in Senior Secondary Schools in Ose Local Government Area of Ondo
State. It adopted descriptive research design of survey type which comprises of
all Senior Secondary Schools in Ose Local Government Area of Ondo State. Simple
random sampling technique was used to select 50 students from five selected
schools in the study area. Questionnaire was used as instrument for the study.
The data collected were analysed descriptively using percentage frequency. The
results showed that teachers’ influence, poor mastery of English, unavailable
instructional materials and inadequate time for reading are the problems
militating against reading comprehension. There are also inadequate teachers to
teach the subject in Ose Area. Other factors are: inadequate time allocated for
the subject, inadequate facilities for teaching reading comprehension and
interference of mother tongue. All these affect the teaching of reading
comprehension in the secondary schools. It was therefore recommends
that: Government should make provision for adequate
well trained and certified teachers. Government can organise remedial courses,
seminars and workshops for teacher to improve their reading skills and
comprehension ability; teaching facilities including textbooks for both students
and teachers should be adequately provided to facilitate effective reading in
schools; school should try to de-emphasis mother tongue between teacher and
students and vice-versa to promote the use of English in the school; the school
authority should create more time in the school time table for the teaching of
reading comprehension.
CHAPTER ONE
INTRODUCTION
Background of the Study
Nigeria
as a multi tribal nation with over two hundred (200) tribes, has English
Language as her official language (Ennis, 1999). The language serves as medium
of communication among the educated people. It is an international language
widely spoken around the world. Countries where the language is being spoken
include the Great Britain (The native country) Candida, United State of
America, Australia, New Zealand, Nigeria, Ghana, Sierra Leone, Gambia, and
Kenya among others (Brought 1960 and Gauneet, 1974). English services as the
basis and key to all other subjects. As a result of this, it is pertinent
therefore that student must be able to read fluently so as to enhance their
performance in all the subject in the school curriculum.
as a multi tribal nation with over two hundred (200) tribes, has English
Language as her official language (Ennis, 1999). The language serves as medium
of communication among the educated people. It is an international language
widely spoken around the world. Countries where the language is being spoken
include the Great Britain (The native country) Candida, United State of
America, Australia, New Zealand, Nigeria, Ghana, Sierra Leone, Gambia, and
Kenya among others (Brought 1960 and Gauneet, 1974). English services as the
basis and key to all other subjects. As a result of this, it is pertinent
therefore that student must be able to read fluently so as to enhance their
performance in all the subject in the school curriculum.
In
the school system or society, no student can live or stay in isolation, hence
the need for interaction arises, and this emphasizes the need for the student
to be well equipped in the language. English language enhances teacher-students
relationship as the teaching and learning in the classroom situation involves.
In most cases, if not all, interaction among the teachers and the students are
carried out in English.
the school system or society, no student can live or stay in isolation, hence
the need for interaction arises, and this emphasizes the need for the student
to be well equipped in the language. English language enhances teacher-students
relationship as the teaching and learning in the classroom situation involves.
In most cases, if not all, interaction among the teachers and the students are
carried out in English.
The
National Policy on Education (1997 revised in 1981) stipulates as part of the
goal of primary education that in Nigeria the inculcation of permanent literacy
and normally and provision of specialism teacher of a particular subjects, such
as language arts with special emphasis on reading.
National Policy on Education (1997 revised in 1981) stipulates as part of the
goal of primary education that in Nigeria the inculcation of permanent literacy
and normally and provision of specialism teacher of a particular subjects, such
as language arts with special emphasis on reading.
Reading
which is defined as interpretation of printed written symbol into speech or its
mental equivalent is introduced to students in a school setting (Johnson,
1979). It becomes paramount to observe the performance of students in reading
comprehension.
which is defined as interpretation of printed written symbol into speech or its
mental equivalent is introduced to students in a school setting (Johnson,
1979). It becomes paramount to observe the performance of students in reading
comprehension.
Reading helps students’ foster comprehension
because, as students read longer passages, they unify what they have read over
the course of the text. This ability requires students to synthesize
information, decode and define words, and integrate what they are reading into
what they already know. Comprehension is also affected when students do not
have a rich vocabulary because they are unable to apply word knowledge to the
current context. It is observed today that students are no longer interested in
reading. This necessitates the present study.
because, as students read longer passages, they unify what they have read over
the course of the text. This ability requires students to synthesize
information, decode and define words, and integrate what they are reading into
what they already know. Comprehension is also affected when students do not
have a rich vocabulary because they are unable to apply word knowledge to the
current context. It is observed today that students are no longer interested in
reading. This necessitates the present study.
Statement
of the Problem
of the Problem
According to Lerner (2006), a number of
learners, for unexplained reasons, are unable to use reading as a tool for
learning, getting new information, ideas, attitudes, and values in secondary
schools. Even after they have been taught, it is quite unfortunate that a large
number (17.5 per cent) of them are unable to read efficiently at higher class
levels (Lerner, 2006). According to Mercer and Mercer (2001), between 10 per
cent and 15 per cent of school – going learners have reading difficulties. The
government planned to achieve education for all (EFA) by 2015 and the
Millennium Development Goals (MDGs) by 2030 through provision of quality
education that is accessible and relevant to the lives of all children
including those with special Needs (MOEST, May 2009) as many children
experience learning difficulties and thus have special educational needs at
some time during their schooling pre-service training programmes should provide
a positive orientation towards special needs to all teachers (Salamanca, 1994).
learners, for unexplained reasons, are unable to use reading as a tool for
learning, getting new information, ideas, attitudes, and values in secondary
schools. Even after they have been taught, it is quite unfortunate that a large
number (17.5 per cent) of them are unable to read efficiently at higher class
levels (Lerner, 2006). According to Mercer and Mercer (2001), between 10 per
cent and 15 per cent of school – going learners have reading difficulties. The
government planned to achieve education for all (EFA) by 2015 and the
Millennium Development Goals (MDGs) by 2030 through provision of quality
education that is accessible and relevant to the lives of all children
including those with special Needs (MOEST, May 2009) as many children
experience learning difficulties and thus have special educational needs at
some time during their schooling pre-service training programmes should provide
a positive orientation towards special needs to all teachers (Salamanca, 1994).
Being able to read is a magic key to all
learning, yet, reading has proved to be a great problem to many learners
worldwide, including secondary schools in Ose Local Government Area. This has
grossly and negatively affected the education quality of the states. Suggestions
and theories (in a bid to improve the situation) have been tried and
governments have cheeped in, but the problem remains. The researcher is of the
conviction that it is only when the children’s abilities to learn are
understood and when the problems that hinder them from learning are explored,
that the panacea to the reading problem can be found.
learning, yet, reading has proved to be a great problem to many learners
worldwide, including secondary schools in Ose Local Government Area. This has
grossly and negatively affected the education quality of the states. Suggestions
and theories (in a bid to improve the situation) have been tried and
governments have cheeped in, but the problem remains. The researcher is of the
conviction that it is only when the children’s abilities to learn are
understood and when the problems that hinder them from learning are explored,
that the panacea to the reading problem can be found.
Purpose
of the Study
of the Study
The main purpose of
this study is to examine problems of reading comprehension in Senior Secondary
Schools in Ose Local Government Area of Ondo State. It specifically;
this study is to examine problems of reading comprehension in Senior Secondary
Schools in Ose Local Government Area of Ondo State. It specifically;
1. examines the problems military
against the teaching of reading comprehension;
against the teaching of reading comprehension;
2. examines
whether there
are
adequate specialist teachers to handle reading comprehension in senior
secondary schools;
whether there
are
adequate specialist teachers to handle reading comprehension in senior
secondary schools;
3. examines
whether the time
allocated to the teaching of reading comprehension adequate;
whether the time
allocated to the teaching of reading comprehension adequate;
4. examines
whether there
are enough
and relevant facilities for the teaching of reading comprehension in senior
secondary schools and
whether there
are enough
and relevant facilities for the teaching of reading comprehension in senior
secondary schools and
5. examines
the
interference from the language of immediate environment reading
on comprehension.
the
interference from the language of immediate environment reading
on comprehension.
Significance
of the Study
of the Study
This study will be of
benefit to students, teachers, government and educational stakeholders in
Nigeria generally and Ose Local Government Area in particular.
benefit to students, teachers, government and educational stakeholders in
Nigeria generally and Ose Local Government Area in particular.
The study will assist
students to identify the difficulties that often confront them in the process
of reading comprehension and how to provide solution to them.
students to identify the difficulties that often confront them in the process
of reading comprehension and how to provide solution to them.
Teachers in the
schools especially the English teachers will find this study useful. It will
reveal the causes and reason why students find it difficult to read fluently
and comprehend meaningfully the passage being read.
schools especially the English teachers will find this study useful. It will
reveal the causes and reason why students find it difficult to read fluently
and comprehend meaningfully the passage being read.
Government of the
state will also find this study useful. It will exposed to the government the
root source of poor reading habit and enable them take necessary measures that
will reduce or bring a lasting solutions to the problems.
state will also find this study useful. It will exposed to the government the
root source of poor reading habit and enable them take necessary measures that
will reduce or bring a lasting solutions to the problems.
Educational
stakeholders will benefit from the study. This will encourage them to
contribute meaningfully to revive the reading culture among secondary school
students.
stakeholders will benefit from the study. This will encourage them to
contribute meaningfully to revive the reading culture among secondary school
students.
Delimitation
of the Study
of the Study
This
study is delimited to method of teaching reading comprehension as a factor to
be considered to ensure better performance in English in secondary schools. The
study focus only on the students and English Language Teachers in the selected
schools.
study is delimited to method of teaching reading comprehension as a factor to
be considered to ensure better performance in English in secondary schools. The
study focus only on the students and English Language Teachers in the selected
schools.
Research
Questions
Questions
The following research questions were
drawn to assist the study.
drawn to assist the study.
1.
What
are the problems military against the teaching of reading comprehension
What
are the problems military against the teaching of reading comprehension
2.
Are
there adequate specialist teachers to handle reading comprehension in senior
secondary schools?
Are
there adequate specialist teachers to handle reading comprehension in senior
secondary schools?
3.
Is
the time allocated to the teaching of reading comprehension adequate?
Is
the time allocated to the teaching of reading comprehension adequate?
4. Are there enough and
relevant facilities for the teaching of reading comprehension in senior
secondary schools?
relevant facilities for the teaching of reading comprehension in senior
secondary schools?
5. Does interference from
the language of immediate environment reading comprehension?
the language of immediate environment reading comprehension?
Assumption
of the Study
of the Study
The study assumes that poor reading is a menace
common among students at all level especially in Ose Local Government Area of
Ondo State. It is believes that most of these problems are associated to
students’ and parents’ educational background. Also, majority of the printed
materials are written in a language different from the mother tongue of which
students are familiar with. It is believed that this study will serve as a
panacea to this ugly situation in the study area.
common among students at all level especially in Ose Local Government Area of
Ondo State. It is believes that most of these problems are associated to
students’ and parents’ educational background. Also, majority of the printed
materials are written in a language different from the mother tongue of which
students are familiar with. It is believed that this study will serve as a
panacea to this ugly situation in the study area.
HOW TO ORDER FOR COMPLETE PROJECT MATERIALSTEP 1
» Bank Branch Deposits, ATM/online transfers (Amount: ₦3,000 NGN)
 |
Bank: FIRST BANK Account Name: OMOOGUN TAIYE Account Number: 3116913871 Account Type: SAVINGS Amount: ₦3,000 AFTER PAYMENT, TEXT YOUR TOPIC AND VALID EMAIL ADDRESS TO 07064961036 OR 08068355992 OR Click Here |
 |
Bank: ACCESS BANK Account Name: OMOOGUN TAIYE Account Number: 0766765735 Account Type: SAVINGS Amount: ₦3,000 AFTER PAYMENT, TEXT YOUR TOPIC AND VALID EMAIL ADDRESS TO 07064961036 OR 08068355992 Click Here |
 |
Bank: HERITAGE BANK Account Name: OMOOGUN TAIYE Account Number: 1909068248 Account Type: SAVINGS Amount: ₦3,000 AFTER PAYMENT, TEXT YOUR TOPIC AND VALID EMAIL ADDRESS TO 07064961036 OR 08068355992 Click Here |