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

Awopetu Anna; Ossom Ossom

doi:doi:10.11648/j.ijeedu.20180702.13

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

Awopetu Anna, Ossom Ossom

Published in International Journal of Elementary Education (Volume 7, Issue 2)

Received: 22 September 2018 Accepted: 5 October 2018 Published: 1 November 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.

Published in	International Journal of Elementary Education (Volume 7, Issue 2)
DOI	10.11648/j.ijeedu.20180702.13
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), 2018. Published by Science Publishing Group

Keywords

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

References

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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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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://article.sciencepublishinggroup.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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TY  - JOUR
T1  - Correlates of Early Reading Skills among Pre-School Children in Nigeria
AU  - Awopetu Anna
AU  - Ossom Ossom
Y1  - 2018/11/01
PY  - 2018
N1  - https://doi.org/10.11648/j.ijeedu.20180702.13
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
IS  - 2
ER  -

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Author Information

Awopetu Anna

Department of Early Childhood Care and Education, College of Education, Ikere-Ekiti, Nigeria
Ossom Ossom

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

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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://article.sciencepublishinggroup.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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TY  - JOUR
T1  - Correlates of Early Reading Skills among Pre-School Children in Nigeria
AU  - Awopetu Anna
AU  - Ossom Ossom
Y1  - 2018/11/01
PY  - 2018
N1  - https://doi.org/10.11648/j.ijeedu.20180702.13
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
IS  - 2
ER  -

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