Effects of Literature Circles, Dialogic Reading and Vocabulary Self-Selection Strategies on the Reading Comprehension Skill of Lower Primary School in Osun State, Nigeria

Abstract

Acquisition of early reading skills is of immense significance to the growth and development of children’s academic pursuit as virtually all subjects require reading at all levels of education. It has however been observed that children and students at primary and post primary institutions have poor reading habit that has been affecting them in their academic performances both at the internal and external examinations. It is on this premise that these researchers employed literature circles, dialogic reading and vocabulary self-selection strategies with a view to improving the children’s reading comprehension of pupils at the early childhood stage. Pretest-posttest control quasi experimental design was used. Multistage sampling technique was used in selecting eight schools from the three senatorial districts of Osun State. Data collected were analysed using descriptive and inferential statistics. Results revealed that reading comprehension of the pupils were positively significantly improved.

Keywords:Literature Circles, Dialogic Reading, Vocabulary Self-selection, Reading skill, Reading Comprehension