An Evaluation Of The Reading Skills Of Student In Selected Junior Secondary Schools

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An Evaluation Of The Reading Skills Of Student In Selected Junior Secondary Schools


Chapter One


Introduction

1.1 Background of the Study

A student’s reading abilities must have evolved to a pretty high quality in order to score substantially above average in any academic task at an institution of learning. “Accomplishment in reading is crucial to achievement in school,” writes Kirlin (1964), as cited by Unoh (1995), “and when no provision is given for achievement by the poor reader, that kid finally becomes frustrated into a sad condition of failure.” He goes on to add that there is no doubt about the link between reading competence and academic accomplishment. In a similar spirit, Unoh (1995) cited Cullough and Traxder (1967) as saying, “Reading proficiency is the royal way to knowledge.” It is necessary for academic achievement in all courses,” and the same can be said for study skills. A pupil who does not have strong study abilities will struggle to excel in reading. According to the Nigerian Teachers Languages, Volume 4, written language is considerably distinct from spoken language, and the act of learning to read and write is capable of altering the person, bringing with it a new and higher level of awareness. It should be emphasized that some of our primary school students may be extremely poor readers, meaning they may not know many of the terms we require them to understand.

Reading is referred to be a receptive talent since it decodes the information contained in books and other written materials. Even at a young age, reading is essential for the acquisition and application of information (Okoye & Ene 2011). It is much more important in today’s information era. Reading and writing are the most fundamental of the four language skills; reading is vital to the success of any educational endeavor and is required for effective life both in and out of school. The act of reading is glancing at written words in order to decipher the information contained by the author. According to Okwaligwe, as stated in Akaegbobi et al (2014), reading should be more like reasoning, needing all forms of thinking abilities such as critical, analytical, creative, imaginative, evaluative, judgemental, and problem solving. Reading includes internalizing the writer’s meaning as well as the reader’s interpretation in order for the reader to think, anticipate, question, and evaluate. As a result, reading enhances a person’s cognitive function. One can wonder why it is necessary to teach reading. Why is reading such a crucial aspect of language acquisition and proficiency? What role does reading play in language acquisition, education, and everyday life? The process of reading entails determining what has been conveyed in textual form. We read, according to Doff (1989), because we want to learn something. According to Uwatt & Nta (2010), reading has taken on a significant role in the life of a learner since the majority of information is kept in written form. As a result, a lack of reading skills hinders learning in any discipline. Hence the need to look into an evaluation of the reading skills of student in selected junior secondary schools


1.2 Statement of Problem

The study will determine the barriers to students’ reading skills in junior secondary schools. It is observed that the number of students in a class and the effect of mother tongue on the kind of environment a kid is exposed to during his or her early years may have a detrimental or good impact on a child’s reading ability. According to reading research results, the following reading barriers impede appropriate comprehension of information read.

  • Using language as a point of reference.
  • Singing or reading aloud is one option.
  • There will be a regression.
  • Uncontrollable head movement, and so forth.

This study will look at the reading abilities of students in a few junior secondary schools, and appropriate suggestions will be made to help them improve their reading skills.


1.3 Objective of the Study

The general objective of the study is the reading skills of student in selected junior secondary schools. Therefore, the study aims at the following:

  1. To examine if inadequate interest in reading affects the reading skills of students.
  2. To evaluate if mother tongue hampers on a students’ reading ability.
  3. To investigate if a students environment influences their performance in reading activities.
  4. To proffer recommendation on how to improve a students reading ability.

1.4 Research Questions

The following questions have been prepared for the study:

  1. Does inadequate interest in reading affects the reading skills of students.
  2. Does mother tongue hampers on a students’ reading ability.
  3. Does a students environment influences their performance in reading activities.
  4. What are the recommendation on how to improve a students reading ability.

1.5 Significance of the Study

The study is aimed at facilitating awareness on pupils’ reading ability in junior secondary schools especially in Ede town in Osun state. The study will be significant as it will help pupils perform better under classroom situation involving the knowledge. It will also guide the school stakeholders, management and teachers, to make right decisions, choice of reading materials that would enhance and facilitate the rate at which the students read.

This study will be significant to the academic community as it will contribute to the existing literature on the reading skills of students.


1.6 Scope of the Study

The study will examine if inadequate interest in reading affects the reading skills of students. The study will also evaluate if mother tongue hampers on a students’ reading ability. The study will further investigate if a students environment influences their performance in reading activities. Lastly, the study will proffer recommendation on how to improve a students reading ability. Hence the study will be delimited to Ede town , Osun state.


1.7 Limitation of the Study

Just like any other research, unavailability of needed accurate materials on the topic under study, and inability to get data were among the constraints the researcher encountered in the cause of this study. Financial constraint was equally faced by the researcher, in getting relevant materials and in printing and collation of questionnaires.

Furthermore, time factor pose another constraint because the researcher have to shuttle between writing of the research and engaging in other academic work which made it uneasy for the researcher.


1.8 Definition of Terms

Reading skills:

It refers to the level at which pupils read, whether at a high rate or lower rate.


An Evaluation Of The Reading Skills Of Student In Selected Junior Secondary Schools


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An Evaluation Of The Reading Skills Of Student In Selected Junior Secondary Schools


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Frequently Asked Questions


What do the results of the reading assessment mean?

The results present a broad view of students’ reading knowledge, skills, and performance over time. The most recent reading assessment was given in 2019 to approximately 150,600 grade 4 students, 143,100 grade 8 students, and 26,700 grade 12 students.

What reading skills should be developed in the secondary school student?

At the secondary school level, there should be and make them better readers. A better reader is one who is able to read faster, text or passage/ material. So it is necessary to know what reading skills to be developed in the secondary school student. 

When was the most recent reading assessment given to students?

The most recent reading assessment was given in 2019 to approximately 150,600 grade 4 students, 143,100 grade 8 students, and 26,700 grade 12 students. How to Interpret Reading Results Find out how to interpret the results of the reading assessment, including the potential effects of exclusion on assessment results.

How is the Reading Assessment administered?

The reading assessment is administered as a digitally based assessment. Survey questionnaires, administered to students, teachers, and school administrators who participate in a reading assessment, are used to collect and report contextual information about students’ K-12 education and learning experience in and out of the classroom. 

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