Effects Of Two Instruct final Methods On Pupils’ Reading Comprehension
Mrs H. O. Yusuf
The purpose of the study was to determine the effect of two instructional methods (Direct-reading-thinking—activity versus vocabulary method) on pupils’ reading comprehension. A sample of forty (40) primary five pupils randomly selected from two primary schools in Kaduna South Local Government areas were involved in the study. Four different tests (cloze, word recognition, retelling and reading comprehension ) were administered on the pupils in order to determine the relative effectiveness of the two methods in teaching pupils reading comprehension.
The results obtained from the study showed that both methods are effective in teaching reading comprehension, although the DRTA group showed better gains. The data were subjected to t-test and it was found that there was a significant difference in the mean achievement of pupils taught using the DRTA method. It was therefore concluded that the DRTA method is relatively more effective in teaching pupils reading comprehension. The implication is that teachers should try as much as possible to exploit pupils prior knowledge through the use of pro-reading questions as emphasised by the DRTA approach.