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| Autor/in | Onukaogu, C. E. |
|---|---|
| Titel | Enhancing the Teaching and Learning of Reading Comprehension in Third World Anglophone States: The Case for the 4P's Reading Comprehension Teaching Model. |
| Quelle | (1993), (28 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Developing Nations; Foreign Countries; Illiteracy; Instructional Effectiveness; Reading Achievement; Reading Comprehension; Reading Instruction; Reading Research; Secondary Education; Teacher Behavior; Nigeria |
| Abstract | Since a robust curriculum is needed to combat illiteracy in Nigeria, a study investigated whether the 4P's model of reading instruction enhanced the performance of reading comprehension teachers, promoted classroom interactions, and enhanced the language competence of students more than the classical method. Subjects were final year students and their English language teachers in 16 intact classrooms from three secondary schools in Oyo State of Nigeria. Both experimental and control teachers were given a 72-hour workshop in which they were exposed to the 4P's model (which postulates that teaching and learning of reading comprehension in Third World Anglophone states must be anchored on effective planning, adequate preparation, sound presentation, and regular practice). The eight experimental teachers then taught the 4P's model for a semester, while the eight control teachers continued with the "classical" method (consisting of having students read a text silently, noting difficult words, having the teacher define those words and ask questions to assess the amount of information recovered from the passage). Reading comprehension tests were administered to the students before and after instructional intervention. Results indicated that: (1) experimental teachers performed better than control teachers; (2) experimental teachers used a mixed bag of classroom techniques; (3) experimental classrooms engaged in more classroom interactions than control classrooms; and (4) both groups of students improved on their pretest performance, but the degree of improvement was more noticeable among experimental students than control students. Findings suggest that the 4P's model is more effective than the classical method of reading comprehension instruction. (Contains 28 references and nine tables of data.) (RS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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