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Nigerian School Library Journal

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Framework for inculcation of reading skills in children with reading difficulties

NE Osuigwe, NP Osuchukwu, NS Udeze, AV Obijiofor

Abstract


Most children are likely to learn how to read but a percentage of them need special help in order to master the skill. When this assistance is lacking the reading-impaired children tend to have difficulties in learning in later years as the switch is made from learning to read to reading to learn. Reading difficulties may deter a child from progressing with peers academically. The population of the study is made up of samples taken from ten secondary schools and a public library in each of the three senatorial zones of Anambra State. The survey research design was used. Data was collected through the use of questionnaire and interview. Data analysis was done using frequency counts and simple percentages. It was found out that children in secondary schools who find it difficult to pass continuous assessments, quizzes and examinations are those who were unable to acquire proper reading skills in pre-primary and primary school stages. Findings also indicated that although no roles are assigned to school library personnel in the inculcation of reading skills to children who need them, the State Public Library has started a pilot scheme at the Onitsha Divisional Library aimed at teaching such children the needed skills. Generating statistics of children with reading difficulties and a robust partnership between school and public libraries were recommended as necessary steps in developing a framework for inculcation of reading skills in children with learning difficulties.

Keywords: Reading skills, Reading difficulties, Children




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