The National Policy on Education (1981: 14) states that “Government Hill
increase the supply of specialist teachers in particular subjects such as
science … language arts with special emphasis on reading, …” However, a
close observation of the realities of current situation in our schools shows
that Language teachers (with specific reference to teachers of English) have
not been able to practicalise in their classes, what they perceive as the
strategies required for effectively improving the reading skills of secondary
school students put in their care. The reason for this is not unconnected with their inadequate training exposure coupled with the fact that reading is not given the prominence it deserves on our school curriculum/time table.
A sample of 155 teachers of English, drawn from secondary schools (ass
and SSS) from the 15 School Management Committee Zones in Lagos State (Odusina 1987), took part in this survey. The mean and standard deviation were used in analysing their responses on the major research questions. It was found that although these teachers seem to indicate in their responses that they are aware of some of the causes of students’ reading problems, they will still need great exposure to what reading readiness, signs of reading disabilities, and reading skills are, and the appropriate techniques needed for effectively helping the students to improve their reading skills should be taught to these teachers.
Moreover, it was found that the regular organisation of in-service training,
micro-teaching sessions (Odusina 1980), workshops and symposia for these
teachers will assist in preparing them for the tasks before them.