Different writers attribute poor
reading habits/Reading deficiency among Nigerians to different factors most of
which are particular to Nigerians. Widdowson (1985), blames students
and teachers for the students’ inability to read. He indicts students for over
dependence on introduction and notes to edition of books they are required to
study, and says that over dependence on those” little booklets of potted
critical judgments’ should be discouraged. Widdowson also blames teachers of
literature for their students’ inability or unwillingness to read. He contends
that what they rather do is instruct students in sort of simplified version of
literary criticism so that the may be given access to significant aspect of the
work they are studying, without having to go through the brother of learning to
read it themselves.
He goes on to suggest that teachers
should develop a pedagogy which will guide learners towards an in depth ability
to read literature for themselves as a pre-condition for subsequent study.
Ekpa in Orisawayi (1992), Corroborates
Widdowson’s opinion that teachers should be indicated for the reading
deficiencies among Nigerian students. She says that the result of a research
carried out in Cross River State reveals that teachers emphasize writing as
opposed to reaching. She argues:
What is apparent is that these teachers seem to be unaware
of the fact that the child who copies down verbatim what the teacher writes on
the blackboard without being able to read these notes independently is as good
as a child who has never gone to school. (p. 111).
According
to her, the teachers argued that the students should be able to write we well
before they are taught reading.
Ekpa contents that reaching and
writing are complementary. She also identifies language problem as a cause of
reading inability in Nigeria students, from primary to the university level,
have been blamed for poor performance in school examinations due to their poor
attitude to reading….
Similarly, many reasons have been
proffered as the causes of the poor reading culture among Nigerian students a
major problem which creates an impediment to reading and high comprehension for
these students is the language barrier
(p. 113).
She concludes by reiterating that
the teacher makes or mars the student through makes or mars the student through
his teaching method, she suggests that teachers should do the following to make
reading (particularly literature texts) interesting to their students;
(a) Make
necessary explanations from the text in the students mother tongue.
(b) Place
emphasis on oral performances of poetry and drama as a way of arousing the
children’s interest in reading the text.
(c) Choose
interesting texts especially books on love and adventure for the students.
(d) Try to understand what motivates their
students.
This view is supported by Unoh. She
writes that the teacher that teachers reading is to see that the learners
develop and sustain the necessary reading skills, particularly at the JS level.
However, Nduka in Njelite et al
(1989) holds the opinion that all the stake holders in education share equally
the causes of poor reading habits in Nigeria according to him:
The major cause of the state of affairs is that reading
has not been given its rightful place in our schools. Many teachers have not
fully grasped the concept of reading and only teach with purpose of helping the
children to pass specified examinations.
There are no supplementary readers, not to talk of
school libraries. The result is that students think of reading as what is done
only in the school and it is for school use. To them, outside the school,
reading has no relevance. Therefore, reading habit is not formed (p.96).
Nduka
makes the following recommendations:
(a) Language
should be studied through the four language skills of listening, speaking,
reading and writing the language Art approach.
(b) Workshop
and seminars be organized for language teachers to make them aware of the
concept and scope of reading.
(c) Government
should provide facilities for extensive reading within and outside the schools
such as establishment of more school and public libraries.
(d) Public
spirited individuals, publishing houses and writers could be called upon to
donate books to the libraries.
(e) Young
writers and students should be encouraged to write through grants by
government.
(f) Adults
and school leavers should be encouraged to read to broaden their views.
2.6 SUMMARY
This review has sought to analyze
the existing literature in the area of reading. The review looked at the works
from four perspectives:
Definition of reading, importance of
reading. Reading habits of Nigerians and causes of reading disability.
It is discovered that all the
authors consulted in this review agreed that reading is a complementary
language skill of no less importance. The review reveals that the level of
reading habits of Nigerians in general is very low.
Most reading experts blamed the
teachers of English language for poor reading habits of students and are of the
view that this could be remedied in the secondary schools.