Improving Literacy Instructional Practices in Primary Schools in Nigeria: Strategies that Work

Oyetunde, Timothy O.; Ojo, Gloria; Korb, Katrina A.; Babudoh, Gladys

doi:10.20533/licej.2040.2589.2016.0307

Cited by 3 publications

(4 citation statements)

References 10 publications

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“…This implies that despite the interventions being carried out made a difference in reading performance of the learners. These results concur with those of Oyetunde et al, (2016) whose study on strategies that work on improving literacy instructional practices in primary schools in Nigeria revealed that the treatment group significantly outperformed the control group on all nine reading skills sub-tests.…”

Section: Results From the Reading Test Experimentssupporting

confidence: 89%

Effects of Comprehension Monitoring on Academic Performance of Primary School Pupils in Nakuru West Sub-County, Kenya

Agutu¹,

Gichohi²,

Wamalwa³

2019

IJARBSS

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Academic performance has remained elusive as different cohorts of learners perform differently in national examinations. However, previous studies on academic performance of pupils have explored the question from an environmental perspective, where little attention has been given to the pupil's intrinsic factors such as reading difficulties and successes of respective intervention measures. Interventions on reading difficulties being experienced by learners have been sought, however, the persistence of the problem leads to questions over the efficacy of the interventions. This study set out to find out the effects of comprehension monitoring on academic performance of primary school pupils in Nakuru West Sub-County, Kenya. It was guided by the Cognitive Model of Reading Comprehension. Both descriptive survey and experimental research designs were used. The target population comprised of 12 public primary schools in the area of study from which 342 language teachers and 1133 pupils whom were theorized to have reading difficulties were sampled. A sample size of 160 respondents was selected using both purposive and stratified random sampling for teachers and pupils respectively. Data was collected using a well-structured questionnaire, an observation schedule and through administering a reading test. Data was analyzed with the aid of the Statistical Package for Social Science (SPSS) version 21.0. Descriptive statistics involving means, modes and standard deviations, and inferential statistical methods involving Pearson's Product Moment correlation and ANOVA, were used to analyze data. The results from the tests and the observation schedule were analyzed using content analysis and integrated during interpretations, discussion and conclusion. The study found that comprehension monitoring had a positive and significant effects on academic performance of pupils with reading difficulties in the area. Results from the reading test experiment showed that learners with reading difficulties

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Section: Results From the Reading Test Experimentssupporting

confidence: 89%

Effects of Comprehension Monitoring on Academic Performance of Primary School Pupils in Nakuru West Sub-County, Kenya

Agutu¹,

Gichohi²,

Wamalwa³

2019

IJARBSS

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“…Nigerian teachers have been found to lack the pedagogical knowledge and skills required to teach early reading skills effectively [31,45,46], with recent evidence from five states in northern Nigeria finding that 91% of Grade 3 children score zero on English (L2) and Hausa (L1) reading comprehension assessments [47]. Similar trends are observed in other northern states where early grade reading skills are not being mastered in local languages.…”

Section: School Policy In Nigeriamentioning

confidence: 89%

“…Estimates suggest that children in rural areas account for 63% of this total, and 84% of this amount are from the lowest income quartile [30]. Ineffective teacher training programmes [31], underfunded school infrastructure [32] and over-populated classrooms [33][34][35] are cited as contributing to Nigeria's learning crisis [36].…”

Section: School Policy In Nigeriamentioning

confidence: 99%

An Investigation of the Cross-Language Transfer of Reading Skills: Evidence from a Study in Nigerian Government Primary Schools

Humble,

Dixon,

Gittins

et al. 2024

Education Sciences

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This paper investigates the linguistic interdependence of Grade 3 children studying in government primary schools in northern Nigeria who are learning to read in Hausa (L1) and English (L2) simultaneously. There are few studies in the African context that consider linguistic interdependence and the bidirectional influences of literacy skills in multilingual contexts. A total of 2328 Grade 3 children were tested on their Hausa and English letter sound knowledge (phonemes) and reading decoding skills (word) after participating in a two-year English structured reading intervention programme as part of their school day. In Grade 4, these children will become English immersion learners, with English becoming the medium of instruction. Carrying out bivariate correlations, we find a large and strongly positively significant correlation between L1 and L2 test scores. Concerning bidirectionality, a feedback path model illustrates that the L1 word score predicts the L2 word score and vice versa. Multi-level modelling is then used to consider the variation in test scores. Almost two thirds of the variation in the word score is attributable to the pupil level and one third to the school level. The Hausa word score is significantly predicted through Hausa sound and English word score. English word score is significantly predicted through Hausa word and English sound score. The findings have implications for language policy and classroom instruction, showing the importance of cross-language transfer between reading skills. The overall results support bidirectionality and linguistic interdependence.

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“…Poor reading outcomes may be attributed to the ineffective implementation of the reading component of the English language curriculum (Yusuf, 2014). Some of the factors hypothesised to be related to the poor implementation of the reading curriculum are inadequate preparation of teachers (Oyetunde et al, 2016; Barnes et al, 2019), teachers' lack of necessary skills or instructional techniques to teach reading (Oyetunde et al, 2016; Enighe and Afangideh, 2018), children's poor reading habits (Enighe and Afangideh, 2018) and inadequate provision of TLM (Ekpo et al, 2007; Tuimur and Chemwei, 2015; Abu‐Ubaida et al, 2017; Bukoye, 2019).…”

Section: Background and Contextmentioning

confidence: 99%

An analysis of teaching and learning materials for literacy instruction in Kano State, Nigeria: curricular relevance, cultural responsiveness and gender equity

et al. 2021

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High quality teaching and learning materials (TLM) are essential for early literacy learning. The purpose of this study was to determine if the TLM used in schools in Kano State, Nigeria, were culturally appropriate, gender balanced and relevant to the Nigeria Universal Basic Education Curriculum, with particular emphasis on primary reading. Using a researcher‐adapted rubric, lesson plans, textbooks and reading books from 10 private and public schools located in urban and rural areas in Kano were evaluated. The TLM were rated as moderately relevant to the Primary 3 English studies curriculum, which focuses on literacy development. However, the materials were generally not culturally responsive to this region and displayed only emergent gender balance. We conclude with recommendations for policy and practice, including the greater involvement of stakeholders from this region in materials development to support early literacy teaching and learning.

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Improving Literacy Instructional Practices in Primary Schools in Nigeria: Strategies that Work

Cited by 3 publications

References 10 publications

Effects of Comprehension Monitoring on Academic Performance of Primary School Pupils in Nakuru West Sub-County, Kenya

Effects of Comprehension Monitoring on Academic Performance of Primary School Pupils in Nakuru West Sub-County, Kenya

An Investigation of the Cross-Language Transfer of Reading Skills: Evidence from a Study in Nigerian Government Primary Schools

An analysis of teaching and learning materials for literacy instruction in Kano State, Nigeria: curricular relevance, cultural responsiveness and gender equity

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