Strategies for Reading Literary Works: A Focus on the African Novel
E. N. Emenyonu
The problem is that what slow learners have been asked to read in the classroom has not appealed to them, has not been directly enough related to their lives here and now. An occasional sports story or teen-age romance has excited interest, but most of their classroom reading has seemed either childish or unintelligible. And, when given a chance, they will go to elaborate lengths to avoid a reading assignment. Again we can try something new — and here I mean something written within the last twenty or thirty years. Because the slow learner is a reluctant reader, we should avoid heaping barriers in his path — the barriers of long sentences, abstract vocabularies, and slow-moving narratives characteristic of the literature of more leisurely times than our own.