Using Vocal and Silent Reading Approaches for the Enhancement of Effective Teaching and Learning of Reading Skills in English Language
This study used the quasi experimental design to investigate the effectiveness of teaching reading skills in English Language through the use of vocal and silent reading approaches in Ini Local Government Area of Akwa Ibom State, Nigeria. A total of 182 junior secondary two (JS II) students made up the sample of this study. The instruments used for this study were Reading Instructional Package (RIP) and English Language Achievement Test (ELAT). From the findings, it was observed that vocal and silent reading approaches enhanced the academic performance of students in English Language. However, there was no significant difference in the academic performance of English Language students taught with vocal and silent reading approaches. The results also showed that gender is not a significant factor in the academic performance of students in English language when taught with vocal and silent reading approaches. It is therefore recommended that silent reading must precede vocal reading and both approaches should be adopted by the English Language teachers for the enhancement of reading skills of the students.
Keywords: Reading Skills, Vocal Reading, Silent Reading, Students’
Performance, English Language, Effective Teaching and Learning.
Copyright is owners of the journal.
African Research Review by International Association of African Researchers and Reviewers is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.