Correlates of Early Reading Skills among Pre-School Children in Nigeria
International Journal of Elementary Education
Volume 7, Issue 2, June 2018, Pages: 36-39
Received: Sep. 22, 2018; Accepted: Oct. 5, 2018; Published: Nov. 1, 2018
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Authors
Awopetu Anna, Department of Early Childhood Care and Education, College of Education, Ikere-Ekiti, Nigeria
Ossom Ossom, Public Relations and Protocol Unit, Universal Basic Education Commission (UBEC), Abuja, Nigeria
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Abstract
This study was carried out to examine some of the factors influencing early reading skills among pre-school children in selected nursery schools in Ondo State, Nigeria. Descriptive research design of the correlation type was used. A self-developed questionnaire was administered to identify and measure reading skills and factors influencing their development. Randomly selected 100 teachers and 200 parents (a total number of 300 respondents) from 10 purposively selected private and public nursery schools participated in the study. The results obtained revealed significant factors associated with early reading skills. The findings also indicated the significant correlation between learning environment in the classroom and early reading skills (r=0.29; p<0.05), the significant correlation between home learning environment and early reading skills (r=0.29; p<0.05), and the significant correlation between peer group influence and early reading skills of pre-school age children (r=0.22; p<0.05). The study concluded that conducive learning environment in school and at home are important factors that can significantly improve development of reading skills at early childhood period. It was also established that children with higher abilities can positively challenge and influence another child’s skills development. Based on the above findings, the study recommended that educators and parents should always remember to take care of conducive learning environment for pre-school children by providing stimulating atmosphere that enhances all-round development. Peer group influence should be also considered as it may play a positive role in child’s development of early reading skills.
Keywords
Early Years Reading Skills, Stimulating Learning Environment, Peer Group Influence, Nigeria
To cite this article
Awopetu Anna, Ossom Ossom, Correlates of Early Reading Skills among Pre-School Children in Nigeria, International Journal of Elementary Education. Vol. 7, No. 2, 2018, pp. 36-39. doi: 10.11648/j.ijeedu.20180702.13
Copyright
Copyright © 2018 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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