In Nigeria inefficiency in reading continues to be an endemic educational
problem, often resulting in mass examination failures and incessant outcries against the fallen standard of education in general and of English language in particular. Yet evidence abounds that the production of language texts (and textbooks generally) is booming; so much so that most publishers, claiming economic self-survival, would rather saturate the market with English Readers and budget fat sums to smooth the adoption
of their books as official or ‘recommended’ texts in the different states of the Federation than publish and properly promote one single children’s picture-story book. (Emejulu, 1986).