Angela Iduma Ogbonnaya-lduma

Department of Arts and Social Science, Ebonyi State University, Abakaliki


The rate of reading comprehension failure among secondary school students in Nigeria is worrisome. The major question that needs to be addressed is: how will this reading failure be arrested? The answer to this question is very vital considering the assumption that many secondary school and university graduates cannot read or write fluently or show good understanding of what has been read. This paper examines the situation by identifying the factors responsible for reading failure among students which range from cultural/linguistic to background knowledge. The paper offers successful suggestions backed by empirical studies of ways of addressing reading failures and making reading exciting and not frustrating. Specifically: the paper identifies enriching students’ environment with literacy and print materials, engaging students in voluntary reading; introducing them to intensive and extensive reading programmes as well as parents and teachers becoming good reading models as effective ways of arresting reading failures among students. The justification for these wavs is that a print-rich environment stimulates voluntary reading and encourages intensive and extensive reading which will result to improved reading comprehension and enhanced academic performance among secondary school students in Nigeria.

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