What Methodologies do Universal Basic Education Teachers use in Teaching Reading in Benue State, Nigeria?

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Chinwe Muodumogu

Abstract

Today, students completing basic education in Nigeria are unable to read and use reading as a tool for learning. This problem is attributed to inadequate methodologies arising from poor teacher preparation. The problem also seems to be related to teachers’ faulty understanding of reading and how to teach it. Using a sample of 163 teachers, this study investigated the development of reading, the reading methodologies, teaching and assessment strategies used and the criteria used for recommending reading materials. A survey questionnaire was used to gather data, which were then analyzed using descriptive statistics, frequency, percentage and rank order. The findings show that teachers’ instructional strategies are counter to the recommendations for a balanced reading programme. They neither explicitly develop learners’ skills nor use research-proven best practices in the teaching and assessment of reading. They do not choose materials using learner-based criteria. It is recommended that teacher education be repositioned to empower teachers with strategies of teaching reading.

 

Keywords: reading, learning, inadequate methodologies, strategies of teaching reading, learner-based criteria.

 

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