The effect of different teacher literacy training programmes on student’s word reading abilities in government primary schools in Northern Nigeria

Counihan, Chris; Humble, Steve; Gittins, Louise; Dixon, Pauline

doi:10.1080/09243453.2021.1991960

Cited by 5 publications

(4 citation statements)

References 47 publications

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“…The Better Education Service Delivery for All (BESDA) and Nigerian Partnership for Education Project (NIPEP) expand RANA, NEI+ and Jolly Phonics. Jolly Phonics has been adopted as the Universal Basic Education Commission's flagship programme since 2013, mandating its implementation in all states under the national Teacher Professional Development Fund [43,44].…”

Section: School Policy In Nigeriamentioning

confidence: 99%

An Investigation of the Cross-Language Transfer of Reading Skills: Evidence from a Study in Nigerian Government Primary Schools

Humble,

Dixon,

Gittins

et al. 2024

Education Sciences

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This paper investigates the linguistic interdependence of Grade 3 children studying in government primary schools in northern Nigeria who are learning to read in Hausa (L1) and English (L2) simultaneously. There are few studies in the African context that consider linguistic interdependence and the bidirectional influences of literacy skills in multilingual contexts. A total of 2328 Grade 3 children were tested on their Hausa and English letter sound knowledge (phonemes) and reading decoding skills (word) after participating in a two-year English structured reading intervention programme as part of their school day. In Grade 4, these children will become English immersion learners, with English becoming the medium of instruction. Carrying out bivariate correlations, we find a large and strongly positively significant correlation between L1 and L2 test scores. Concerning bidirectionality, a feedback path model illustrates that the L1 word score predicts the L2 word score and vice versa. Multi-level modelling is then used to consider the variation in test scores. Almost two thirds of the variation in the word score is attributable to the pupil level and one third to the school level. The Hausa word score is significantly predicted through Hausa sound and English word score. English word score is significantly predicted through Hausa word and English sound score. The findings have implications for language policy and classroom instruction, showing the importance of cross-language transfer between reading skills. The overall results support bidirectionality and linguistic interdependence.

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Section: School Policy In Nigeriamentioning

confidence: 99%

An Investigation of the Cross-Language Transfer of Reading Skills: Evidence from a Study in Nigerian Government Primary Schools

Humble,

Dixon,

Gittins

et al. 2024

Education Sciences

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“…Strategi pengajaran guru berpusatkan bahan bagi kemahiran membaca dan berpusatkan aktiviti bagi kemahiran menulis amat membantu penguasaan literasi murid (Intan Nur Syuhada Hamzah & Zamri Mahamod, 2021). Oleh itu, pentingnya program latihan guru yang bermakna dan berimpak terhadap perkembangan membaca kanak-kanak (Counihan et al, 2021). Guru dapat mengenal pasti tahap kesediaan belajar murid dalam pembelajaran dan menyusun semula strategi pengajaran dan pembelajaran di kelas selain merancang kaedah mengajar yang berkesan untuk menghasilkan satu produk yang bermutu tinggi (Zamry Ahmad Mokhtar & Nur Ashikin Lakman, 2021).…”

Section: Langkah Mengatasi Masalah Keciciran Murid-murid Pemulihan Kh...unclassified

Faktor Keciciran Murid-Murid Program Pemulihan Khas Sekolah Rendah Di Malaysia

Saidin

Bukhari

2023

JOMAS

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The Ministry of Education Malaysia (MOE) has discovered that pupils were falling behind in Malay language literacy and sought to remedy the situation through the implementation of specific measures. This concept paper aims to identify factors that can contribute to that phenomenon among pupils under the “Program Pemulihan Khas” (Special Recovery Programme). Some factors were the impact of the COVID-19 pandemic, poor reading skills and the lack of appropriate usage of “Bahan Bantu Mengajar” (BBM) (teaching aids). Subsequently, the paper elucidates measures executed by various parties, like teachers, schools, MOE and the authorities, to overcome the phenomenon. For instance, the provision of guidance by teachers, the introduction of remedial education programmes and the utilisation of BBMs were employed to sustain the pupils. In conclusion, continuous effort and commitment from all parties are required to propel the education sector in line with globalisation. This study is expected to catalyse deeper research to bridge the educational gap in Malaysia. An examination of the implications of poor literacy on society and the country can be conducted for further research.

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“…For instance, previous studies which compared phonics instructional method and other methods of teaching beginners' reading suggest that in most cases phonics instruction was a more effective method of teaching reading (Alonge et al, 2017;Mnguember & El-Yakubu, 2014;Shoaga et al, 2017). It has also been shown in a previous study that the effectiveness of the phonics method may be improved by combining it with other methods/interventions such as the whole language method (a teaching method that prioritizes teaching children to read whole words and make sense of their reading using previous life experiences) (Okebukola, 1999) or the Education Sector Support Programme in Nigeria (ESSPIN) (Counihan et al, 2021). In general, the findings of previous studies tend to support the effectiveness of the phonics instructional method in helping beginning readers learn to read.…”

Section: Literature Review Reading and Reading Skillsmentioning

confidence: 99%

Reform of government policy on the acquisition of functional literacy, numeracy and cognitive skills through the reading curriculum of primary schools

Igbokwe¹,

Ogbo²,

Ogbonna³

et al. 2022

IKENGA

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As part of the ongoing efforts to ensure the acquisition of functional literacy and communicative competence among primary school leavers, the present study examined the implementation of the reading component of the primary school English curriculum under the UBE scheme. The study was a descriptive survey and recruited six head teachers and sixty classroom teachers as the study sample. Five research questions were posed to guide the study and research data were collected using questionnaires and an observation checklist. Data were analysed using frequency counts and percentages. The findings of the study shed light on the status of the implementation of the reading curriculum in primary schools in Nigeria. In particular, it was found that the majority of the teachers do not always use the phonics instructional method while teaching reading, lack the required competency to use the phonics instructional method and show poor disposition towards the phonics method. It was also found that teaching materials are available, but very few of them are used by teachers in teaching reading. These findings suggest that the implementation of the reading curriculum under the present UBE scheme is faced with many challenges.

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The effect of different teacher literacy training programmes on student’s word reading abilities in government primary schools in Northern Nigeria

Cited by 5 publications

References 47 publications

An Investigation of the Cross-Language Transfer of Reading Skills: Evidence from a Study in Nigerian Government Primary Schools

An Investigation of the Cross-Language Transfer of Reading Skills: Evidence from a Study in Nigerian Government Primary Schools

Faktor Keciciran Murid-Murid Program Pemulihan Khas Sekolah Rendah Di Malaysia

Reform of government policy on the acquisition of functional literacy, numeracy and cognitive skills through the reading curriculum of primary schools

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