A STUDY OF RELATIONSHIPS BETWEEN WDRD IDENTIFICATION AND COMPREHENSION ABILITIES OF NIGERIAN SECONDARY SCHOOL STUDENTS
A STUDY OF RELATIONSHIPS BETWEEN WDRD IDENTIFICATION AND COMPREHENSION ABILITIES OF NIGERIAN SECONDARY SCHOOL STUDENTS
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Date
1982
Authors
ABE, EZEKIEL ABAYOMI
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Abstract
A STUDY OF RELATIONSHIPS BETWEEN WORD AND COMPREHENSION ABILITIES OF NIGER IIADNE NSTEICFOINCDAATRIYO N
SCHOOL STUDENTS
By
EZEKIEL ABAYOMI ABE
Under the supervision of Professor Dale D. Johnson
This study aimed to determine whether or not
Nigerian students’ abilities in word identification are
related to the "total" comprehension of a text; and
whether or not variables such as first language, sex,
parents' education and occupation, and type and location
of school affect students' reading abilities.
The study sought answers to these questions:
(a) Do phonics, structural and contextual analyses
skills have positive relationships to Nigerian
students' reading comprehension abilities?
(b) Is there a relationship between students'
listening and reading comprehension abilities?
(c) Which of the word identification skills is or
are most strongly related to reading
comprehension?
(d) Will good comprehenders perform better than poor
comprehenders in word identification skills?
v
(e) What effect do the individual variables have on
students' reading performance?
The study included 150 form III students from six
schools in the Kaduna State of Nigeria; and the test
contained 160 items on word identification, listening and
reading comprehension skills.
The study found:
(a) significant correlations between total word
identification skills and reading comprehension;
more importantly, the contextual analysis skills
had the strongest correlation with reading
comprehension. The factor analysis showed
comprehension and the cloze procedure loading
heavily into one factor.
(b) significant correlations between listening and
reading comprehension
(c) significant differences in scores of good and
poor readers in word identification and
listening skills.
(d) no relationships between the students reading
performance and their first language, parents’
education and occupation or the school location
(e) the day-school students performed better than
boarding- school students
(f) the female students performed better than male
students.
Among the conclusions drawn from the results were
that classroom instruction should integrate listening
and reading skills, particularly at the secondary school
stage, when students are beginning to take notes and
thus require greater ability to listen, comprehend and
write; and that instruction should place greater
emphasis upon contextual analysis in order to enhance
the students' reading performance.
Major recommendations for future studies included
similar studies that would generalize the results to a
larger population; and the development of standardized
reading achievement tests for use in Nigerian schools.
Description
A thesis submitted in partial fulfillment of the
requirements for the degree of
DOCTOR OF PHILOSOPHY
(Curriculum and Instruction)
at the
UNIVERSITY OF WISCONSIN-MADISON
1982
Keywords
A STUDY,, RELATIONSHIPS,, IDENTIFICATION,, COMPREHENSION,, NIGERIAN,, SECONDARY SCHOOL,, STUDENTS.