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
Views 672      Downloads 186
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
Article Tools
Follow on us
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.
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 © 2018 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License ( which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Alava, M. H., & Polpi, G. (2013). Children's development and parental input: evidence from the UK MIllennium Cohort Study. HEDS Discussion Paper 13/03. Unpublished.
Allen, D. E., Donham, R.S., & Bernhardt, S.A (2011). Problem-based learning. New Directions for Teaching and Learning, 21-29. doi: 10.1002/tl.465.
Cunha, F., & Heckman, J. J. (2008). Formulating, identifying and estimating the technology of cognitive and noncognitive skill formation. Journal of Human Resources, 43(4), 738-782.
Frankenburg, W. (2002). Developmental surveillance and screening of infants and young children. Pediatrics, 109(1), 144-145.
Awopetu, A. V. (2016). Effectiveness of mother tongue on children’s learning abilities in early childhood classroom. Procedia - Social and Behavioral Sciences, 233, 58-63. doi: 10.1016/j.sbspro.2016.10.131.
Adi-Japha, E., & Klein, P. S. (2009). Relations between parenting quality and cognitive performance of children experiencing varying amounts of childcare. Child Development, 80, 893–906. doi:10.1111/j.1467-8624.2009.01304.x
Son, S.H., & Morrison, F J. (.2010). The nature and impact of changes in home learning environment on development of language and academic skills in preschool children. Developmental Psychology, 46(5), 1103-18. doi: 10.1037/a0020065.
Weinert, S., Ebert, S., & Dubowy, M. (2010). Kompetenzen und soziale Disparitäten im Vorschulalter [Competencies and social disparities at preschool age]. Zeitschrift für Grundschulforschung, 1, 32–4.
Ashiabi, G. S. (2007). Play in the preschool classroom: its socioemotional significance and the teacher’s role in play. Early Childhood Education Journal, 35 (2), 23-41.
Sammons, P., Elliot, K., Sylva, K., Melhuish, E., Siraj-Blatchford, I., & Taggart, B. (2004). The impact of pre-school on young children’s cognitive attainment at entry to reception. British Educational Research Journal, 30, 691–712. doi:10.1080/0141192042000234656.
Barros R.M., J. Silver E.J., & Stein R. E. (2009). School recess and group classroom behavior. Pediatrics, 123(2), 34-50. 2009).
Zigler, E.F., & S.J. Bishop-Josef. (2006). The cognitive child versus the whole child: Lessons from forty years of head start. In Singer, D.G., Golinkoff, R.M., & Hirsh-Pasek, K. A. (Eds). Play = learning: How play motivates and enhances cognitive and social-emotional growth, (pp.15–35). New York: Oxford University Press.
Ossai-Onah, O. V. (2012). The challenges of promoting reading culture in Nigerian children through story hour, book talks and exhibition: a case study of selected secondary schools in Owerri, Imo state, Nigeria. Library Philosophy and Practice (ejournal). 877. http://digitalcommons. unl. edu/libphilprac/877
Eyo, W. (2007). Nigeria: libraries and reading culture. Journal on the Culture of Reading and the Book Chain, 6(1), 17-25
Akindele, N. (2012). Reading culture, parental involvement and children’s development in formative years: The Covenant University experience. Library Philosophy and Practice (e-journal). 805.
Igwe, K. W. (2011) Reading culture and Nigeria’s quest for sustainable development. Library Philosophy and Practice, 7, 34-41
Haugland, S. W. (2000). Early childhood classrooms in the 21st century: using computers to maximize learning. Young children, 55(1):12-18
Bornstein, M. H., & Bradley, R. H. (2008). Socio-economic status, parenting, and child development. Mahwah, NJ: Erlbaum.
Anders, Y., Sammons, P., Taggart, B., Sylva, K., Melhuish, E., & Siraj-Blatchford, I. (2011). The influence of child, family, home factors and pre-school education on the identification of special educational needs at age 10. British Educational Research Journal, 37, 421–441. doi:10.1080/01411921003725338
Burchinal, M., Vandergrift, N., Pianta, R., & Mashburn, A. (2010). Threshold analysis of association between child care quality and child outcomes for low income children in pre- kindergarten programs. Early Childhood Research Quarterly, 25, 166–176. doi:10.1016/j.ecresq.2009.10.004
Adeyeni, T. O. (2010). The school library and students’ learning outcomes in Ekiti state, Nigeria. Asia-Journal of business management, 2(I), 1-8.
Henry, G. T., & Rickman, D. K. (2006). Do peers influence children’s skills development in pre-school? Economics of Education Review, 26(1), 100.
Science Publishing Group
1 Rockefeller Plaza,
10th and 11th Floors,
New York, NY 10020
Tel: (001)347-983-5186