This study was designed to examine the reading strategies of Nigerian secondary school students when reading a narrative and an expository text. Specifically, the focus was on the changes that occurred in the relative use readers made of the three language cueing systems while reading the two text types within three accuracy level ranges. The sample for the study was made up of 30 J53 iI students selected from a pool of 540 students in schools located in Plateau State who were origihaliy administered Cioze teStSn The scripts of 80 students whose scores on the two tests fell within the same accuracy level range were selected for miscue analysis. The findings were that accuracy level had a significant effect on syntactic and semantic cues, but did not affect the students’ use of graphophonic cues as they made heavy use of graphophonic cues at all the three accuracy levels.
Also, text type was found to significantly affect the students’ use of
syntactic and graphophonic cues. The readers at the instructional and independent levels had higher semantic scores on the narrative than on the expository text.
These findings underline the need to make available to students,materials at the appropriate levels of readability in order to encourage the use of context cues.