Reading is a fundamental skill in the learning process and personal development of an individual. This study examined the relative effectiveness of three methods of teaching reading on students' achievement in comprehension. A quasi experimental design was adopted for the study. A sample of four hundred and ninety eight (498)

No abstract

The study investigated the effects of three summary writing strategies; Direct Instruction, Cognitive Strategy and Read-Test Strategy on Senior Secondary School student's achievement in English language summary writing. The study population consists of 12,766 Senior Secondary year two (SS 2) students from Edo South Senatorial District and a sample of 373 students participated in the study. Three research questions which were all hypothesized guided the conduct of the research. A pre-test and post-test quasi experimental design was used for the study. The instrument used for data collection was an Achievement Test in Summary Writing (SATSW) adopted from past West African Examination Council (WAEC) English language Paper 2 question paper. The reliability of the instrument was r.96 with an inter-rater reliability estimate of .89. Both descriptive and inferential statistics such as frequency, mean, standard deviation and ANCOVA were used to analyse the data. The findings revealed significant difference in achievement amongst students taught using the different strategies. The results showed that the experimental group performed better with Direct Instruction Strategy being the most effective for teaching students summary writing. Cognitive Strategy was also found to contribute to students' summary writing than the Read-Test Strategy. Thus, it was recommended that English language teachers should be exposed to training in summary writing strategies like Direct Instructio n and Cognitive Strategy through workshops and seminars with the hope that this would help to enhance students' summary writing skills.

The development of reading skills in students should be taken seriously by parents and teachers. Every student needs to develop effective reading skills in order to succeed in school. This study examined the effects of socioeconomic status and parental involvement on students' achievement in reading comprehension. This study utilized the quasi experimental design. Using multi-stage sampling techniques, a sample of four hundred and eighty-nine (489) students were selected. Reading Comprehension Achievement Tests (RCAT) which served as pre-test and post-test were developed and used to collect data from the respondents. Descriptive statistics and ANOVA were used to analyze the data collected. All hypotheses were tested at 0.05 level of significance. The results obtained showed that socioeconomic status and parental involvement had no effects on students' achievement in reading comprehension. It was suggested that this study could be replicated in other parts of the state and other states in Nigeria to see if the same results will be obtained.