EFFECT OF WHOLE LANGUAGE APPROACH ON READING SKILLS ACHIEVEMENT OF BASIC THREE PUPILS IN UNGUWAN BORNO PRIMARY SCHOOL, BAUCHI METROPOLIS, BAUCHI STATE, NIGERIA

Abstract

This study investigated the effects of whole language approach on reading skills achievement of Basic three pupils 
in Unguwan Borno metropolis, Bauch State, Nigeria. The basic three A and B pupils in Unguwan Borno Primary 
School were selected as experimental and control groups. The experimental groups were taught using whole 
language approach for twelve weeks and they are 60 and control groups are 66 pupils respectively, while the control 
groups were taught using the traditional method. The instrument used for data collection was a descriptive essay test, 
in which pre-test was administered in week one while the post-test was administered in weeks twelve for both 
experimental and control groups. The findings of this research shown that the achievement of experimental group in 
post-test on the four major reading skills achievement is higher than that of control group who were not given 
treatment. Based on the findings of the study, some recommendations were made among others; that there is need 
for sending the teachers to improve their knowledge on the various methods of teaching reading. It also 
recommended that teachers should be trained through workshop and seminars.