The Effect of Language Experience Approach on Junior Secondary School Students` Reading Skill in English Language in Maiduguri Metropolis, Borno State, Nigeria

Abstract

This study explored the effect of Language Experience Approach on Junior Secondary School Students` Reading Skill in English Language in Maiduguri Metropolis, Borno State, Nigeria. Four objectives and four hypotheses were formulated to guide the study. The study focused on four main sub-components of readings skill. These are: pronunciation, grammar, vocabulary and reading comprehension. Quasi-experiment was the research design used to examine the effect size. The target population for the study comprised Junior Secondary School II students of a selected school. Eighty-nine (89) students were sampled using purposive sampling technique. Self-developed instrument entitled “English Language Reading Skill Testing” (ELRST) was used to determine the baseline and endline performance of the students. The data collected were analyzed using Independent t-test. The findings of the study revealed that deployment of LEA has significant effect on students reading skills. Therefore, it is recommended that students should be actively engaged in learning to read through participation in LEA activities to enable them gain background knowledge and experiences from which they will use it to generate their reading materials