Effect Of Extensive Reading Approach On Pupils’ Attitude And Achievement In Reading Comprehension

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EFFECT OF EXTENSIVE READING APPROACH ON PUPILS’ ATTITUDE AND ACHIEVEMENT IN READING COMPREHENSION Abstract
This study investigated the effect of extensive reading approach on primary four pupils’ attitude and achievement in reading comprehension. The study was motivated by both observed and reported inability of pupils in public schools in Onitsha urban to decode and comprehend.

This has been traced to the poor teaching of reading at the foundational level. The study adopted quasi experimental, non equivalent, pre-test post-test design. Involved in the study which lasted for eight weeks were 121 primary four pupils (58 males and 63 females) in four primary schools in Onitsha South Local Government Education Authority. Two instruments: the Reading Comprehension Achievement Test (RCAT) and Reading Attitude Scale (RAS) were validated by experts and used.

Six research questions and six hypotheses were answered and tested. Mean, Standard Deviation and Analysis of Covariance (ANCOVA) were used for analysis. Major findings of the study indicated that extensive reading could be employed as method of teaching reading comprehension. The pupils exposed to extensive reading approach performed significantly better than those taught with the conventional approach.

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