An Empirical Validation of Beginning Reading Skills for Nigerian Primary Schools using Three Structured Methodologies

Abstract

This study examined the empirical validation of beginning reading skills for Nigerian primary schools using three structured methodologies. Specifically the study was designed to find out whether there would be reading gains on the part of the pupils following the application of the three methods and their levels of effectiveness including which one would be discovered most effective following the pupils’ performance on test. The sample was made up of two hundred and seventy pupils of primary four classes from three primary schools in Jos metropolis, Plateau State. The sample was divided into three major groups of ninety pupils each. The groups were named A, B, and C, were assigned the experimental methods (phonic, whole language, and interactive) respectively, and were given instruction using the structured methodologies simultaneously. The Reading Achievement Assessment Instrument was used for data collection. The instruction using the three structured methodologies took fourteen weeks simultaneously for the three groups. Statistical tools which included: t –test, analysis of variance (ANOVA), and post hoc tests were used for data analyses. The findings revealed that the three structured methodologies were effective in the development and acquisition of beginning reading skills among the children. The instruction involving phonics method proved most effective followed by interactive method before whole language method. The findings were interpreted in terms of their implications for reading in the primary school setting.