Preprimary School Students’ Reading Ability and Teachers’ Variables

Preprimary School Students' Reading Ability and Teachers' Variables

The ability to read is crucial to the social and economic development of a nation at the local, state, and national levels. Reading is a powerful tool for academic success because it provides students with access to information, and in the 21st century, information is power and is meaningless without reading. However, reading is an important individual gateway to personal development and social and civic life in the school setting. Reading is fundamentally essential to the development of a nation, individual success, and academic achievement. This suggests that in today’s world, reading ability tends to drive development in all areas of life.

Reading is one of the fundamental skills for learning a language. It cannot be separated from the writing, speaking, and listening skills of language learning. English language learners must acquire these abilities. Other language skills can be improved with reading skills. Because reading has the potential to improve comprehension and expand vocabulary, it is typically encouraged in literary-loving societies.

As with other skills, reading is more enjoyable. Reading is an important life activity that keeps one’s knowledge up to date. The ability to read is a crucial component of academic success. In any language class, reading is the most important activity. Reading is not only a fun activity and a good source of information, but it also helps people strengthen and expand their language skills. Reading is an absolute necessity for expanding one’s horizons and comprehending another culture.

Reading is always a guessing game, and what you bring to the next page often matters more than what you find there. Students should be taught to use what they already know to comprehend unknown elements, whether they are concepts or simple words, in reading. Reading is the process of making sense of a written or spoken message. Meaning, the reader must connect the written message’s information with previous knowledge in order to construct meaning and comprehension.

Teachers’ Variables and Preprimary School Students’ Reading Ability In the classroom, teaching reading is a way for teachers to pass on their knowledge to students by arranging certain materials in a specific way to help them become proficient readers. Teaching is a complicated process that involves more than just passing on information to students from the teacher. Teaching isn’t easy, but it’s a job that needs to be done. When we see how our students are progressing and know that we helped make it happen, it can be very rewarding.

While it is true that some students can be challenging and stressful at times, it is important to remember that teaching can also be very enjoyable at its best. The author concludes, based on the explanation, that teaching activities and maintaining a conducive environment facilitate and facilitate the student learning process.

The teacher’s responsibilities in teaching reading include encouraging critical reading, designing useful reading tasks, establishing efficient classroom procedures, motivating students to read by selecting or creating appropriate texts, and creating a supportive environment for practicing reading. The teacher is responsible for determining the purpose of reading in the classroom.

Reading for pleasure or learning the passage is the goal. The topic of reading a text can be anything, as long as the reading is done for pleasure. In addition, the topic of the reading of the text ought to be prepared prior to the teacher’s reading class if the purpose of the reading is comprehension of the passage.

However, in developed nations like the United States, where reading is generally not popular, and in African nations like Nigeria, reading is not always popular among all people. President Jonathan of Nigeria made a call in December 2010 for the return of the book to the classroom and society, stressing that reading should be given a central role in education and society if growth is to be sustained. According to the findings of the research, the majority of students appeared to have difficulty reading.

They read forcefully and slowly. They did not read for pleasure outside of what was required of them for their formal education. Students may employ reading strategies to better comprehend a reading text when approaching it. Proficient readers are distinguished from novice readers by their use of reading strategies because proficient readers are more aware of their reading process by monitoring it and employing strategies when confronted with comprehension issues.

The primary person tasked with influencing the idea that is considered fundamental to human existence through teaching is the teacher. The educational process is centered on the teacher because the teacher is expected to have what the students do not and should be able to get the students under him or her to always want to be like the teacher until they are almost like the teacher.

Teaching is the deliberate effort to impart knowledge before meaningful learning can take place and the art of effectively assisting others in learning. A person exposed to a learning situation experiences a permanent change in their behavior as a result of learning. The cognitive, affective, and psychomotor domains are typically affected by this change.

The classroom’s teaching and learning were influenced by teacher variables. Although the explanations for whether students perform well in school or poorly have been numerous, scholars continue to disagree about which factors, taken individually or together, are to blame for poor performance. The following are some of the teacher traits that were found to be prevalent in cross-country studies: experience, qualifications, and the gender of teachers. In this context, the teacher’s variables include those that were found to be dominant in cross-country studies related to; the teacher is the builder whose performance depends on adequate qualification, experience, gender, and subject matter mastery. qualifications, expertise, and instructional approach, among other things. The performance of students in schools was influenced by the availability of qualified teachers. The academic and professional credentials that a person needs to become a registered teacher at any level of education are referred to as “teacher qualification.” It also has to do with acquiring the relevant knowledge, abilities, and creativity necessary for engaging in the teaching profession in a productive and high-quality manner.

Variables of Teachers and Reading Ability in Preprimary School Students Teacher experience is the culmination of skills, experience, or training that enables you to perform an existing job better or prepares you for a teaching position. There are many different ways for teachers to gain teaching experience, some of which are less common than others. When compared to teachers who had not participated in in-service training, those teachers performed better in the classroom.

It is undeniable that teachers play a crucial role in the learning process. Classroom behavior is heavily influenced by teachers. The teacher must be effective in their instruction if students are to be able to make connections between what they learn in school and how it can be used in real life to solve problems.

1.2 Statement of the Issue In Nigeria, poor reading skills among preschoolers, as well as their inability to read, have been attributed to Ofoegbu’s lack of motivation. This has led to poor teaching practices, negative work attitudes, and poor teaching performance.

In public pre-primary schools, it has also been observed that the resources teachers have access to, the general state of the infrastructure, and instructional materials are all in poor condition (Oredein, 2009). These prevailing conditions will undoubtedly have a negative impact on the instructional quality, which may result in poor academic performance, attitude, and values among public primary school teachers.

Due to the aforementioned issues, many students lack proficiency in English prepositions. A preposition, according to Metcalfe and Astle (2014), is a word that expresses the relationship between two words, typically (but not always) a noun, pronoun, or particle. The manner in which a preposition is to be used in writing or speech influences its placement according to them to some extent. Prepositional errors hinder effective communication between two or more people when the intended message is properly encoded, delivered through the appropriate channel, received, decoded, and understood by the recipient(s). In light of the foregoing,

As a result, if prepositions are not used correctly in writing and speaking, there will undoubtedly be mistakes and poor communication skills. Learners of a second language can use it as a platform to understand, master, and apply communication principles for managing their personal and professional lives effectively, as well as to avoid making prepositional errors in their written and spoken discourse. Considering the preceding explanation, this study investigates prepositional errors, effective communication, and solutions among Akwa Ibom State College of Education (Afaha Nsit) students.

The hypothesis of this study is that Akwa Ibom State College of Education does not pay enough attention to the factor that makes it difficult to learn English prepositions. This has resulted in errors that make it difficult for them to communicate effectively in both written and spoken English. In addition, it is evident that these students struggle with the use of prepositions of time in both writing and speech because they do not comprehend when and how to use them, particularly in the forms “on” and “at.”

Given that prepositions have a significant impact on learning, both positively and negatively, many researchers have criticized teachers for not being able to adequately teach the material and students for not having a genuine desire to learn. In order to help these students avoid the mistakes that come with learning a target language, teachers should therefore concentrate on teaching prepositional errors and the importance of effective communication.

Teaching and learning about prepositional errors and effective communication will benefit greatly from this research, which aims to be of great use to educators as well as students. This is due to the possibility that highlighting the various types, causes, and sources of students’ difficulties with English prepositions will shed light on something brand-new.

Additionally, since this study focuses on prepositional errors and effective communication among Akwa Ibom State College of Education, Afaha Nsit students, it may be beneficial for English teachers to develop strategies for students and assist them in solving these issues. In addition, the research may assist educators in realizing how to adapt their current teaching methods to the requirements of their students. In addition, the study’s findings will enable students to improve their communication skills by correcting their prepositional errors.

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