Several decades of apparent reading difficulties among Nigerian students have resulted in numerous reports and studies aimed towards reading improvement (Unoh, 1972; Obianika, 1981; Obah, 1989). During the maiden conference of the Reading Association of Nigeria, Unoh (1982) predicted that the reading situation in Nigeria would get worse before it got better.
In agreement, Umolu (1985) remarked, Increasingly, it is being recognized that among the problems responsible for poor performance is that of low reading ability.” There is every reason to fear that the situation nation-wide borders on a national educational crisis. It is the responsibility at educators
in Nigeria to identify the factors responsible for this situation and to take appropriate action. Factors known to affect reading ability include psychological, sociological physical and educational factors. The educational factors, perhaps more than the other factors, seem to be more responsive to purposeful intervention. While the schools may not be able to do much to change a child’s socio-linguistic background for instance,
much could be achieved by altering the methodologies of teaching, and the entire organisation of reading programmes. Thus, educators must be more pre-occupied with finding solutions to maximize students’ opportunity to learn in the schools. In this article, the need for planning and organizing a content—area reading instructional programme is discussed, with the aim of suggesting ways for its adoption.