SHARED READING STRATEGY AND READING COMPREHENSION ABILITY OF PRIMARY ONE PUPILS IN PUBLIC PRIMARY SCHOOLS IN UYO LOCAL GOVERNMENT AREA

Abstract

This study investigated the effect of shared reading strategy on reading comprehension ability of pupils in public primary school in Uyo Local Government Area. To achieve this purpose, five specific objectives and five corresponding research questions were raised to guide the study. Five null hypotheses were postulated and tested at 0.05 level of significance. The study utilized the quasi-experimental design, called the Non-equivalent control group design. The population of the study will consist of 6,071 primary four pupils in all the 47 public primary schools in Uyo Local Government Area. A sample of 160 primary four pupils from four intact classes was used in the study. They were randomly selected using multi-stage sampling technique. The instrument used for data collection in this study was titled “Reading Comprehension Achievement Test (RCAT)”. The RCAT was administered to 160 pupils and their answers were scored and used for analysis. Mean was used to answer the research questions. While the hypotheses were tested, using Analysis of Covariance (ANCOVA) at .05 level of significance. The study revealed that pupils exposed to shared reading strategy performed better overall in pupils’ reading comprehension skills of ability to answer questions, find main ideas, follow directions, comprehend words and summarize a passage than those exposed to conventional method.  Based on the findings of the study, it was recommended among others that teachers should integrate shared reading strategy into reading activity to enhance pupils’ ability to answer questions, find the main ideas, follow directions, comprehend word meanings and make summaries from a passage.