CHAPTER ONE
INTRODUCTION
1.1Â Â Background Of The Study
Reading teaching is critical to achieving academic objectives. On a broader scale, language is inherently a complex system of learning and relearning that expands the communication field (Ogbuehi, 2002). It transcends linguistics to include almost all cognitive skill possessed by man, who is the solitary possessor of it (Mgbodile, 2012). Its learning requires four skills: hearing, speaking, reading, and writing. Additionally, reading skills are learned via practice, which is pretty hilarious. However, when a kid has a bad reading habit, teachers prefer to concentrate on the subject and require the child to repeat portions numerous times, resulting in the child memorizing the chapter (Charles, 2011).
The preceding demonstrates a deficiency in the components that contribute to reading learning, particularly reading in a language that is not widely spoken. According to Ravenette (2006), in order to properly understand reading teaching, particularly at the level of mass education, which already faces the problem of mass illiteracy, one must consider all the factors that influence reading learning; factors that determine dexterity in it or a lack thereof, and the rate at which one acquires this skill (Holke, 2013). These elements may be social, religious, or political in nature, but they can always be distilled into two categories, namely, home and school factors. A full knowledge of these two sources will influence how reading is taught in schools, especially in secondary schools.
1.2Â Â Statement Of The Problem
Teachers often express frustration with their students’ learning pace, particularly at the secondary school level, where the entire curriculum is constructed with the premise that students can already read (Joan, 2013). And even in classes meant to supplement the work put into teaching reading at the junior secondary school level, emphasis is placed on the reading materials, but the students do not learn the skill (Smith, 2011). This indicates that the offered exercise has a slew of variables. The analysis of these elements prompted the current research effort, which categorizes them as home and school-related factors.
1.3 Objectives Of The Study
The primary aim of this study is to evaluate the factors influencing the effective teaching and learning of reading in junior secondary schools. Hence, the study will be channeled to the following specific objectives;
1.       Determine whether students attitude towards reading contribute to the level of poor reading habit in junior secondary schools.
2.       Identify the school related factors which contribute the poor reading skill of students in junior secondary schools.
3.       Determine whether the identified factors impedes effective teaching and learning of reading junior secondary schools.
1.4 Research Question:
The study will be guided by the questions below;
1.       Does students attitude towards reading contribute to the level of poor reading habit in junior secondary schools?
2.       What are the school related factors which contribute the poor reading skill of students in junior secondary schools?
3.       Does the identified factors impedes effective teaching and learning of reading junior secondary schools?
