Nurturing Reading Proficiency of Pupils through Phonics: Entrepreneurial Opportunities for Early Childhood Educators in Nigeria

Autor/inn/en	Shoaga, Opeyemi; Akintola, Olugbenga Adeyanju; Okpor, Christiana Isiwat
Titel	Nurturing Reading Proficiency of Pupils through Phonics: Entrepreneurial Opportunities for Early Childhood Educators in Nigeria
Quelle	In: Journal of Education and Practice, 8 (2017) 11, S.103-108 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Reading Instruction; Reading Strategies; Phonics; Entrepreneurship; Early Childhood Education; Preschool Teachers; Foreign Countries; Elementary School Students; Reading Skills; Reading Achievement; Reading Comprehension; Questionnaires; Teaching Methods; Student Surveys; Nigeria; Nigeria (Lagos) + Suchen Sie Ihr Suchwort? Leseunterricht; Reading strategy; Leselernstufe; Lesetechnik; Unternehmungsgeist; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Ausland; Reading skill; Lesefertigkeit; Leseleistung; Leseverstehen; Fragebogen; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerbefragung
Abstract	Nurturing reading proficiency among the Nigerian children has become pivotal to a functional and development-oriented education. The place of phonics in achieving this strategic goal seems unquestionable with attendant entrepreneurial opportunities for early childhood educators. This study therefore, investigates the influence of phonics in nurturing Reading Proficiency of Pupils with implications for entrepreneurial opportunities for Early Childhood Educators in Nigeria. Ex-post facto survey design and proportionate random sampling technique were adopted for the study. Structured Questionnaire (PRA Scale, r = 0.68) was administered on a sample Three Hundred pupils from twenty (20) elementary schools in Ikorodu, Lagos, Nigeria. Descriptive statistics of simple percentages was used for data analysis. The findings revealed that teaching of phonics has improved the pupil's reading ability with 96.7% of the pupils applied sound of letters in pronouncing new words; the pupils have imbibed the culture of reading and through the use of phonics, while the teachers have adopted the use of phonics in instructional delivery to pupils. Thus, it was recommended that early childhood educators must be continuously trained in the use of phonics and a national philosophy should be entrenched in the national policy on education emphasizing a school-wide reading proficiency and culture. (As Provided).
Anmerkungen	IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01