Scholars outside Africa have acknowledged the influence of parenting styles on children's academic achievement in general and language achievement in particular but such studies are inconclusive as they came up with conflicting findings. It is in line with this trend that this ex-post facto research investigated the impact of parenting style in Primary school pupils' Reading Achievement in SouthWestern Nigeria. The study involved 2400 primary five pupils form 20 randomly sampled public primary schools in SouthWestern Nigeria. In addition to some research questions, two null hypotheses namely: There is no significant difference in the reading achievement of pupils from different parenting style and there is no significant variation in the reading achievement of male and female pupils from different parenting style. Two instruments viz: parenting style Questionnaire and Reading Achievement Test were used for the study. The results revealed that there is no significant difference in the reading achievement of pupils from different parenting style (F,, wu = 2.22; p>0.05) and that there is variation in the Indexed African Journals Online: www.ajol.info reading achievement of male and female pupils from different parenting style but the variation is not significant (t-value = 0.913, df = 2370, p>0.05). Based on these findings, it is recommended that in the process of reading instruction, teachers at Primary school level in Nigeria should concentrate on other factors that affect pupils' achievement in reading than parenting styles in their effort to improve reading proficiency of their pupils.

The study determined the effectiveness of instruction in text-structure on achievement of students in English narrative text. The pretest-posttest control group quasi experimental design was adopted for the study. The participants were 120 students in intact classes from four purposively selected senior secondary schools in Ido Local Government Area of Oyo State. Data were collected using English Narrative Text Achievement Test (r=0.86) and instructional guides. Three null hypotheses were tested at .05 level of significance. Data were analysed using Analysis of Covariance and Estimated Marginal Means. Findings revealed that treatment had significant main effect on students' achievement in English narrative text((F(2,117)=15.725; P<.05; 2  =.107). Students exposed to instruction in text structure obtained higher posttest mean IJAH 5(2), S/NO 17, APRIL, 2016 272 Copyright © IAARR 2016: www.afrrevjo.net/ijah Indexed African Journals Online (AJOL) www.ajol.info score (X =10.68) than their counterparts in the conventional strategy group (X 2.70) groups. It is therefore recommended that the strategy should be adopted in teaching English narrative texts for better results.