THE ROLE OF EARLY CHILDHOOD VOCABULARY LEARNING TO FUTURE READING IN PUBLIC PRIMARY SCHOOLS IN EGOR LOCAL GOVERNMENT AREA, EDO STATE

ABSTRACT

The main purpose of this study is to examine the role of early childhood vocabulary learning to future reading in primary schools in Egor Local Government Area of Edo State. In order to achieve the objectives of the study, three research questions were raised to guide the study. This study utilized a descriptive survey research design to thoroughly examine the target group. The population of the study consisted of three hundred and thirty eight (338) teachers from 37 Public Primary schools in Egor Local Government Area of Edo State. The study employed the census sampling technique to select 338 teachers in the Thirty Seven (37) public primary schools located in the Egor Local Government Area to make up the sample for the study. The research instrument was a questionnaire designed by the researcher. It is divided into three sections: section A-C. Section A contained five questions on existing methods and approaches to early childhood vocabulary learning, Section B contained five questions on factors that contribute to or hinder effective vocabulary development in relation to future reading skills, Section C contained five questions on relationship between early childhood vocabulary acquisition and future reading abilities. The instrument was validated by the researcher’s supervisor and two other experts from the Faculty of Education, University of Benin, Benin City. In order to determine the reliability of the instrument, the questionnaire was administered to 20 respondents who were not part of the study and retrieved, and the data collected from the respondents was subjected to Cronbach Alpha statistics and a reliability coefficient will be obtained. In administering the questionnaire, the face-to-face method was adopted to minimize the chances of errors in the process of responding to it. Data was analyzed item by item mean and standard deviation (SD). The study found that the quality and quantity of language input that children receive in their environments is one key factor influencing the effectiveness of vocabulary acquisition. Based on the study, it was recommended among others: Pictures should continue to be used in the preschool classroom as a way to help teach vocabulary to all students, there should be regular and periodic in-service training for teachers to adequately equip them and update their knowledge about the current practices current practices and approaches to vocabulary learning in early childhood education to mention but a few.