International Journal of Elementary Education

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Correlates of Early Reading Skills among Pre-School Children in Nigeria

Received: Sep. 22, 2018    Accepted: Oct. 05, 2018    Published: Nov. 01, 2018
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Abstract

This study was carried out to examine some of the factors influencing early reading skills among pre-school children in selected nursery schools in Ondo State, Nigeria. Descriptive research design of the correlation type was used. A self-developed questionnaire was administered to identify and measure reading skills and factors influencing their development. Randomly selected 100 teachers and 200 parents (a total number of 300 respondents) from 10 purposively selected private and public nursery schools participated in the study. The results obtained revealed significant factors associated with early reading skills. The findings also indicated the significant correlation between learning environment in the classroom and early reading skills (r=0.29; p<0.05), the significant correlation between home learning environment and early reading skills (r=0.29; p<0.05), and the significant correlation between peer group influence and early reading skills of pre-school age children (r=0.22; p<0.05). The study concluded that conducive learning environment in school and at home are important factors that can significantly improve development of reading skills at early childhood period. It was also established that children with higher abilities can positively challenge and influence another child’s skills development. Based on the above findings, the study recommended that educators and parents should always remember to take care of conducive learning environment for pre-school children by providing stimulating atmosphere that enhances all-round development. Peer group influence should be also considered as it may play a positive role in child’s development of early reading skills.

DOI 10.11648/j.ijeedu.20180702.13
Published in International Journal of Elementary Education ( Volume 7, Issue 2, June 2018 )
Page(s) 36-39
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Early Years Reading Skills, Stimulating Learning Environment, Peer Group Influence, Nigeria

References
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[8] Weinert, S., Ebert, S., & Dubowy, M. (2010). Kompetenzen und soziale Disparitäten im Vorschulalter [Competencies and social disparities at preschool age]. Zeitschrift für Grundschulforschung, 1, 32–4.
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[15] Akindele, N. (2012). Reading culture, parental involvement and children’s development in formative years: The Covenant University experience. Library Philosophy and Practice (e-journal). 805. http://digitalcommons.unl.edu/libphilprac/805
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[17] Haugland, S. W. (2000). Early childhood classrooms in the 21st century: using computers to maximize learning. Young children, 55(1):12-18
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  • APA Style

    Awopetu Anna, Ossom Ossom. (2018). Correlates of Early Reading Skills among Pre-School Children in Nigeria. International Journal of Elementary Education, 7(2), 36-39. https://doi.org/10.11648/j.ijeedu.20180702.13

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    ACS Style

    Awopetu Anna; Ossom Ossom. Correlates of Early Reading Skills among Pre-School Children in Nigeria. Int. J. Elem. Educ. 2018, 7(2), 36-39. doi: 10.11648/j.ijeedu.20180702.13

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    AMA Style

    Awopetu Anna, Ossom Ossom. Correlates of Early Reading Skills among Pre-School Children in Nigeria. Int J Elem Educ. 2018;7(2):36-39. doi: 10.11648/j.ijeedu.20180702.13

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  • @article{10.11648/j.ijeedu.20180702.13,
      author = {Awopetu Anna and Ossom Ossom},
      title = {Correlates of Early Reading Skills among Pre-School Children in Nigeria},
      journal = {International Journal of Elementary Education},
      volume = {7},
      number = {2},
      pages = {36-39},
      doi = {10.11648/j.ijeedu.20180702.13},
      url = {https://doi.org/10.11648/j.ijeedu.20180702.13},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.ijeedu.20180702.13},
      abstract = {This study was carried out to examine some of the factors influencing early reading skills among pre-school children in selected nursery schools in Ondo State, Nigeria. Descriptive research design of the correlation type was used. A self-developed questionnaire was administered to identify and measure reading skills and factors influencing their development. Randomly selected 100 teachers and 200 parents (a total number of 300 respondents) from 10 purposively selected private and public nursery schools participated in the study. The results obtained revealed significant factors associated with early reading skills. The findings also indicated the significant correlation between learning environment in the classroom and early reading skills (r=0.29; p<0.05), the significant correlation between home learning environment and early reading skills (r=0.29; p<0.05), and the significant correlation between peer group influence and early reading skills of pre-school age children (r=0.22; p<0.05). The study concluded that conducive learning environment in school and at home are important factors that can significantly improve development of reading skills at early childhood period. It was also established that children with higher abilities can positively challenge and influence another child’s skills development. Based on the above findings, the study recommended that educators and parents should always remember to take care of conducive learning environment for pre-school children by providing stimulating atmosphere that enhances all-round development. Peer group influence should be also considered as it may play a positive role in child’s development of early reading skills.},
     year = {2018}
    }
    

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    T1  - Correlates of Early Reading Skills among Pre-School Children in Nigeria
    AU  - Awopetu Anna
    AU  - Ossom Ossom
    Y1  - 2018/11/01
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    DO  - 10.11648/j.ijeedu.20180702.13
    T2  - International Journal of Elementary Education
    JF  - International Journal of Elementary Education
    JO  - International Journal of Elementary Education
    SP  - 36
    EP  - 39
    PB  - Science Publishing Group
    SN  - 2328-7640
    UR  - https://doi.org/10.11648/j.ijeedu.20180702.13
    AB  - This study was carried out to examine some of the factors influencing early reading skills among pre-school children in selected nursery schools in Ondo State, Nigeria. Descriptive research design of the correlation type was used. A self-developed questionnaire was administered to identify and measure reading skills and factors influencing their development. Randomly selected 100 teachers and 200 parents (a total number of 300 respondents) from 10 purposively selected private and public nursery schools participated in the study. The results obtained revealed significant factors associated with early reading skills. The findings also indicated the significant correlation between learning environment in the classroom and early reading skills (r=0.29; p<0.05), the significant correlation between home learning environment and early reading skills (r=0.29; p<0.05), and the significant correlation between peer group influence and early reading skills of pre-school age children (r=0.22; p<0.05). The study concluded that conducive learning environment in school and at home are important factors that can significantly improve development of reading skills at early childhood period. It was also established that children with higher abilities can positively challenge and influence another child’s skills development. Based on the above findings, the study recommended that educators and parents should always remember to take care of conducive learning environment for pre-school children by providing stimulating atmosphere that enhances all-round development. Peer group influence should be also considered as it may play a positive role in child’s development of early reading skills.
    VL  - 7
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Author Information
  • Department of Early Childhood Care and Education, College of Education, Ikere-Ekiti, Nigeria

  • Public Relations and Protocol Unit, Universal Basic Education Commission (UBEC), Abuja, Nigeria

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