TEACHING READING IN SCHOOLS: A SURVEY OF ENGLISH AND NON-ENGLISH LANGUAGE TEACHERS’ATTITUDES IN JOS, NIGERIA.
NNEKA N. OSAKWE
DEPARTMENT OF ENGLISH
NNAMDI AZIKWE UNIVERSITY, A WKA

INTRODUCTION
Reading Ability and Performance in Schools Reading is an essential aspect of our lives. It is through reading that we accomplish our educational objectives and so our first aim as teachers should be to produce children and adults who not only want to read but who actually read well (Southgate, 1993). Unfortunately. however, several research findings (Unoh, 1972; Obianika, 1981; Obah, 1989) have shown that many students in Nigeria have reading difficulties and would need help especially from the teachers and from their parents in order to improve their reading. Since achieving educational objectives borders on the ability to read, there is great cause to worry if research
findings show that most of our students have reading problems. The implication is that performance of students in their different subject areas would be badly affected Umolu (1985) is in agreement with the above statement as she remarks thus:
Increasingly, it is being recognized that among the problems
responsible for poor performance is that of low ability… there is every
reason to fear that the situation nation—wide borders on a national
educational crisis. It is the responsibility of educators in Nigeria to
identify the factors responsible for this situation and to take
appropriate action

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