That Nigerian secontary school students are in the main poor readers who have problems with comprehension of what they read is not in doubt. This assertion has been attested to in surveys carried out by Unoh (1968), OmoJu; (1981), and others in the area of reading. Experience and research findings have shown that difficulties in reading to learn may originate from various sources including poor language developnent and linguisli-e-cultural experiences of the readers, inadequate teaching of reading, unsatisfaclory teaching methods, untrained teachers and inadequate facillties for extra-curricula readlng. Abe (1983) similarly listed impediments to positive reading habits and attitudes to include lack of materiaIs, poor preparation of teachers, teachers lack of interest, poor libraries or none at all, poor language and home tackground, and
lack of adult readers as modoels.