STAGES AND FREQUENCY OF TEACHING EARLY GRADE READING IN ENGLISH IN PUBLIC LOWER BASIC SCHOOLS, WAMAKKO EDUCATIONAL ZONE, SOKOTO STATE, NIGERIA

Abstract

This study examined the stages and frequency of English-language early-grade reading instruction in public lower-basic schools in Wamakko Educational Zone, Sokoto State, Nigeria. A descriptive survey design was adopted. The study population comprised 503 public English teachers across six Local Government Areas (LGAs). Four LGAs, with a combined population of 322 teachers, were selected through stratified random sampling, and a sample of 196 teachers was determined using the Research Advisors table. Data were collected using a researcher-developed questionnaire (STEGRQ) and an observation checklist (STEGROC), which was used to observe 40 teachers across two lessons each. Experts in Measurement and Evaluation and Social Science Education at Usmanu Danfodiyo University, Sokoto, validated both instruments. A pilot study established their reliability, with a Cronbach’s alpha of 0.81 and an inter-rater kappa of 0.79. Descriptive statistics addressed the three research questions. The findings showed that teachers applied the pre-reading, during-reading and post-reading stages inconsistently. Observations corroborated this pattern, with all three stages evident in fewer than half of the lessons observed. Reading instruction was infrequent, occurring mainly monthly or only when needed. Teachers attributed this primarily to inadequate training, insufficient materials, large class sizes and limited instructional time, rather than to unwillingness to apply the stages. The study concluded that implementation of the reading stages was inconsistent, based on both self-reported and observed practices, although it did not directly measure pupils’ reading outcomes. It recommends structured in-service training on the reading stages, more frequent reading instruction, adequate instructional materials and dedicated reading time, and further research that directly assesses pupils’ reading outcomes.