Published 2022-05-03
Keywords
- lower primary school, reading fluency, awareness, teaching strategies
How to Cite
Abstract
One of the problems confronting the teaching of fluency in reading as a basic language skill is the little or lack of awareness of the strategies for teaching the skill. This study, has, therefore, investigated the extent of awareness of the strategies for teaching reading fluency among public lower primary school teachers in Ila-Orangun. Specifically, this study has investigated the overall extent of awareness of strategies for teaching reading fluency. The study also investigated which of the strategies the teachers are most and least aware of. This study is anchored on a quantitative research method that adopted descriptive research of the survey type. Using a total population purposive sampling technique, a total of 35 teachers participated in the study. A validated structured questionnaire designed by the researchers tagged "Primary School Teachers' Awareness of Strategies for Teaching Reading fluency Questionnaire" was used for the study. Descriptive statistics of frequency count, percentage, Mean and standard deviation were used to analyse answers to the research questions, using SPSS version 25. The findings of the study are that teachers are moderately aware of the strategies for teaching reading fluency and that assisted reading is the most familiar strategy while reader's theatre is the least familiar of the strategies for teaching reading fluency.
Hence, the study concludes that teachers are not fully aware of the strategies for teaching reading fluency at the lower primary school level. Therefore, it is recommended in the study that teachers at this level of education should be regularly trained and retrained in order to optimally raise their awareness of the teaching strategies for teaching reading fluency as a basic language skill.