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EFFECT OF REPEATED STRATEGY AND READING COMPREHENSION
ABSTRACT
This study investigated the effect of Repeated Reading Strategy and Reading Comprehension of pupils in public primary schools in Uyo Local Government Area of Akwa Ibom State. The study adopted a quasi-experimental non-equivalent group design. The population of the study was 46,071 primary four pupils of public primary schools. Simple random sampling technique was used to draw four schools and the sample size was 200. Reading Comprehension Achievement Test (RCAT) was used as instrument for the study. The instrument’s validity was determined by experts. Kuder Richardson Formula 20 was used to determine the internal consistency of Mathematics Achievement Test (MAT) which yielded a coefficient index of 0.70. Mean and standard deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the hypothesis. The study revealed that pupils exposed to repeated reading strategy performed better in their ability to answer questions, find mean ideas, follow directions, comprehend word meanings and make summary from a passage than those exposed to the conventional reading strategy. Based on the findings of the study, the researcher recommended among others that emphasis should be made on the use of repeated reading strategy by the teachers to enhance pupils’ ability in reading comprehension. Teachers should aquaint themselves with the skills and principles of this method and use them to enhance effective teaching and learning process. This should be achieved through attending seminars, workshops, conferences and other in-service training programmes organized by the Federal and State Ministries of Education and other professional bodies.
KEYWORDS: Repeated, Strategy, Reading and Comprehension
Immaculata UMOH, Ph.D., Essang Edidiong Chris, Unyime Reginald Umoette AND Ofonime Moses Akpan
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