CHAPTER ONE  INTRODUCTION 1.1    BACKGROUND OF THE STUDY  Reading and academic accomplishment are critical for researchers and educators to understand that each kid, whether gifted, average, normal, or backward, should be educated in his or her own style, but that if he or she has strong study habits, he or she may succeed academically and in any setting. It is the learner’s reading habits that aid in the acquisition of relevant and desirable knowledge. Students may use good reading habits as a powerful weapon to help them succeed in life (Bashir & Mattoo, 2012). Conceptually, reading is defined as the process of producing meaning through the dynamic interplay between the reader, the text, and the context of the reading situation, according to Wixon, Peters, Weber, and Roeber (1987). Reading involves the use of visual motor abilities as well as the brain’s comprehension of symbols. It is usually divided into two parts: reading the words (decoding) and comprehending what is read (comprehension). This research aimed to employ Manzo & Manzo’s (1993) definition of reading, which defines it as “the process of concurrently reading the lines, reading between the lines, and reading beyond the lines.” The act of deciphering the words in order to reassemble the author’s primary meaning is known as reading the lines. Making conclusions in order to recreate the author’s implied meanings is known as reading between the lines. This necessitates a grasp of the inherent logic of the facts provided, as well as a command of connotative and metaphorical language. Reading between the lines is the process of evaluating the author’s message and applying it constructively to other areas of knowledge and experience. Vocabulary, word recognition, reading comprehension, and reading pace are all common reading challenges in teenagers with modest impairments. Reading appears to have an influence on academic success in all courses as well as occupational demands and possibilities. Reading habits, word recognition mistakes, comprehension errors, and various symptoms are some of the common reading challenges that kids face, according to Mercer (1987). Smith et al. (1985) go on to highlight a number of issues that some kids with reading impairments face. During oral reading, they include deleting letters, syllables, or words; introducing additional letters, words, or sounds; replacing words that appear or sound similar; mispronouncing words; repeating words; and employing inappropriate inflection. Many children, adolescents, and adults in North America and across the world suffer from reading disabilities. Educators, parents, clinicians, and the general public are all concerned about those who do not learn to read. Every instructor is responsible for comprehending and assisting their struggling and disgruntled pupils. Teachers in elementary classrooms, reading classrooms, special education classrooms, and secondary school classrooms all require training in the evaluation and treatment of reading challenges (Richet, List & Lerner, 1989). According to Palani (2012), efficient reading is a crucial avenue for effective learning, and reading is intertwined with the whole educational process, therefore educational achievement necessitates a good reading habit. Reading, he says, is the act of recognizing symbols and associating suitable meaning with them. It necessitates recognition and comprehension. Learners may use comprehension abilities to grasp the meaning of words both in isolation and in context. Both the young and the old found time to read before the invention of television. Other professions, aside from teachers, used to spend their free time reading both English and vernacular literature. Students in English medium schools were nearly always required to do additional reading. All of this, however, is no longer the case. Palani (2012) went on to say that reading has lost its value in today’s world since both the young and the old are attracted to the television. In terms of educational institutions, it appears that preparing students for exams is the be-all and end-all of our educational system. As a result, the researcher set out to determine the impact of students’ reading challenges on their academic achievement. 1.2  STATEMENT OF THE PROBLEM Many parents, teachers, counselors, and educational officials in Nigeria have expressed worry over secondary school students’ poor academic performance and its detrimental effects. According to Lerner (2006), a proportion of learners from standard 4 upwards are unable to use reading as a method for learning, acquiring new knowledge, ideas, attitudes, and values for unknown reasons. Even after they have been trained, it is regrettable that a considerable proportion (17.5%) of them are unable to read proficiently at higher class levels (Lerner, 2006). According to Mercer and Mercer (2001), between 10% and 15% of school-age students experience reading challenges. According to Lerner (2006), more than 17.5% of students experience reading challenges. The purpose of this study was to examine the association between low academic performance and reading problems. Reading difficulties were identified as the primary reason of school failure by Carmine, Silber, and Kameenui (1997). Furthermore, failing to read may result in disobedience, anxiety, and a lack of drive. The researcher wanted to know if reading issues were a big influence in low performance because reading ability is required to understand examination questions and to comprehend what the questions need for an answer. Therefore is upon this premise that this study seeks to present a review  on the perceived reading difficulties among student and its effects on their academic performance. 1.3  OBJECTIVES OF THE STUDY The main objective of this study is  to conduct  a review  on the perceived reading difficulties among student and its effects on their academic performance. Other Specified objectives are: i.         To establish different reading difficulties faced by student in secondary schools
ii.         To ascertain the extent at which reading difficulties among student is prevalent in secondary school
iii.     To find out areas to which this reading difficulties affect them in their academic performance iv.     To identify way secondary school English language teachers  can implore to help student with with reading difficulties in secondary schools. 1.4  RESEARCH QUESTIONS i.         What are the   reading difficulties faced by student in secondary schools?
ii.         What is the extent at which reading difficulties among student is prevalent in secondary school?
iii.     What are the areas reading difficulties affect student in their academic performance iv.     What  wayscan secondary school English language teachers  can implore to help student with with reading difficulties in secondary schools.
