Towards Improved Efficiency in the Teaching of Reading Skill in Nigerian Secondary Schools: Implications for English Language Teachers

Abstract

Reading is a fundamental skill critical for academic success and lifelong learning, requiring the integration of cognitive and perceptual processes to comprehend, analyse, and interpret text. Despite its importance, many students, particularly in public schools, transit from primary to junior secondary school with inadequate reading abilities. Compounding this issue is the insufficient emphasis placed on reading instruction by English language teachers at both primary and secondary levels, contributing to poor foundational skills that hinder academic achievement. This study examined strategies for enhancing the teaching of reading skills, focusing on the junior secondary level, where a strong foundation is essential for progression to higher education. Using a mixed-methods approach, including participant observation and a percentage rating scale, the study assessed the reading abilities of randomly selected Junior Secondary School (JSS) students from four public schools in Ijebu-Ode Local Government. Findings reveal significant deficiencies in reading proficiency among the students. The study concluded that addressing these challenges requires professionally trained teachers capable of employing effective instructional methods tailored to students' needs, particularly at the foundational educational stages.