PRE-READING ACTIVITIES AND READING READINESS IN NIGERIAN SCHOOLS-ISSUES AT STAKE

Abstract

The paper emphasizes the importance of language and its complexity in multilingual countries like Nigeria. It calls for researchers to focus on pre-reading activities and reading readiness, focusing on factors such as vocabulary, attitudes, methods, readiness, and testing. The paper also suggests guidelines for teachers to adopt at school, considering community expectations, age, maturity, and available materials. It also discusses the reading rate of different communities in Nigeria, the nature of teacher education programs, and the availability of reading materials in both mother tongue and English. It also discusses traditional resources for teaching, reading clinics for children with reading difficulties, and the role of government agencies, publishers, and international organizations in stimulating reading. The paper concludes by highlighting the structure of reading programs at every school level in Nigeria and the readiness of Nigeria to foster reading amongst its citizens.