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ABSTRACT
This study was carried out to investigate on reading readiness amongst public primary schools pupils in oredo (urban) and orhionmwon (rural) local government area in Edo state. To guide this study five research questions were raised and answered.
The study utilized a comparative research design. The population ofb the study comprise all public primary school pupils and teachers in Oredo and Orhionmwon local government area in Edo state. The sample were 100 pupils and 25 teachers selected through multi stage sampling techniques. The instruments for data collection were an oral fluency reading test titled ‘reading assessment’ and a questionnaire which were administered solely to teachers in Orhionmwon. The data collected were analysed using mean and standard deviation.
The result indicated that: significant differences exist between Oredo (urban) and Orhionmwon (rural) Local Government Area. That pupils in Oredo perform better in reading than thos in Orhionmwon. Moreso, parents literacy level is found to influence pupils’ reading ability. Meanwhile, the environment in Orhionmwon is figured out to influence pupils more than their classroom experience. Therefore, it was recommended that government should give rural teachers good incentives (staff quarters, hazard allowances amongst others) that could prompt them to accept rural posting. The community should provide adequate support and encouragement to teachers posted to their communities. The government should train, employ teachers who are resident in rural areas. Government and school heads should regularly organize seminars for parents to keep them informed as regards their roles in their children’s education and learning process. Good and appropriate reinforcement should be used to ensure that their children develop interest in reading. Learning resources should be evenly distributed amongst rural and urban schools.
