Mon. Mar 8th, 2021

The Need for and the Problem of Providing a Developmental Reading Programme at the Junior Post-Primary Level
EA. Abe

Introduction
Considering the regular failure of our secondary school children in the West African School Certificate
examination, their inability to read and follow directions, to fill application forms for jobs or admissions, and
worse still, their negative attitude toward reading, it is not difficult to see that something is at war with our
educational programme. Should we not join forces to salvage our secondary school graduates from becoming
semi-illiterates or profound illiterates? In this paper, I am seeking to contribute towards the war we might wage
against failure in our secondary schools, and in our total educational system fog that matter. I seek to accomplish
this by emphasizing the importance of reading in the secondary school, by analysing the need for a formal
developmental reading programme, particularly at the junior post-primary school level, and by recommending a mandatory programme. I also aim, within the limit of this paper, to lay before us the problems we might need to guard against in order to achieve a better reading standard and success for our children in the secondary school. Elley,1 arguing on the major reasons for the slow progress of most children in bilingual or second—language education, says that the major reason is the deliberate neglect of reading instruction particularly at the secondary school stage. There is no doubt that this neglect can result in failure because the reading skills developed in the primary school are not mastered sufficiently for effective reading of the specialized materials used in the secondary schools.

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