n Mousaion - A literacy intervention for struggling readers in Nigeria

Volume 29, Issue 1
  • ISSN : 0027-2639



Identifying the literacy and reading needs of learners and meeting such needs with appropriate and timely intervention pose great challenges to countries with low literacy levels such as Nigeria. While some countries are concerned with "Responses to Intervention (RTI)" models, others are yet to identify specific reading problems peculiar to their nations, not to mention fashioning out workable and research-based intervention strategies for struggling readers. In this study, we report on an ongoing initiative to identify and analyse the common oral reading problems that hamper the oral reading fluency of primary school pupils in a semi-urban community in Cross River State, Nigeria. Using the process of intervention, the study reveals that the oral reading ability of learners who use English as a second language can be improved upon and can be based on well-known and common reading and literacy learning strategies. Through instruction in phonemic awareness, word consciousness, read aloud and shared reading, struggling readers were unable to improve on their oral reading after an intervention that lasted three weeks. While we acknowledge the challenges such an intervention generates, we conclude that reading and literacy intervention programmes are desirable for struggling readers to improve on their oral reading ability, especially in less developed countries such as Nigeria.

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