Study habits
INTRODUCTION
Reading is a way of making meaning from printed or written materials which requires the reader to be an active participant. Several scholars have looked at reading at different levels. These include Unoh ( 1980 ),
Lawal (1989), Emenyonu (1982), Olaofe (1988),
Omojuwa (1991), among others. Reading according to
Fatimayin and Lawal (2010), connotes the ability to read well not only English language and literature texts, but also newspapers, magazines, journals, periodicals, etc.
Reading is a key to a wealth of experience that links people in a way unlimited by distance or time. It provides experience through which the individual may expand his horizons, identify and develop his interests while gaining a deeper insight of himself, his fellow human beings and the world generally. Potter (2011) opines that reading fires children’s imagination and encourages quick learning as well as widens views, expand horizons, and helps readers learn about climes. He further argues that it encourages imagination, curiosity and the ability to handle complex ideas. Reading plays a vital role in any worthwhile effort to learn English. It is a tool for learning other subjects and a yardstick for measuring academic progress. It is also through reading that educational objectives can be accomplished. Above all, reading is related to other language skills. Bright and McGregor (1971:3) describe it as the “core of the English language syllabus” by explaining that the acquisition of the large vocabulary needed for clear and accurate oral and written expression depends to a large extent on reading. It is a gateway to academic success. That is the reason its importance cannot be overstated. However, in spite of this acclaimed importance of reading, many Nigerian students according to Abe (1991) have reading problems. As if to compound this, Nigerian schools do not have a time specifically set aside to teach
Reading is a way of making meaning from printed or written materials which requires the reader to be an active participant. Several scholars have looked at reading at different levels. These include Unoh ( 1980 ),
Lawal (1989), Emenyonu (1982), Olaofe (1988),
Omojuwa (1991), among others. Reading according to
Fatimayin and Lawal (2010), connotes the ability to read well not only English language and literature texts, but also newspapers, magazines, journals, periodicals, etc.
Reading is a key to a wealth of experience that links people in a way unlimited by distance or time. It provides experience through which the individual may expand his horizons, identify and develop his interests while gaining a deeper insight of himself, his fellow human beings and the world generally. Potter (2011) opines that reading fires children’s imagination and encourages quick learning as well as widens views, expand horizons, and helps readers learn about climes. He further argues that it encourages imagination, curiosity and the ability to handle complex ideas. Reading plays a vital role in any worthwhile effort to learn English. It is a tool for learning other subjects and a yardstick for measuring academic progress. It is also through reading that educational objectives can be accomplished. Above all, reading is related to other language skills. Bright and McGregor (1971:3) describe it as the “core of the English language syllabus” by explaining that the acquisition of the large vocabulary needed for clear and accurate oral and written expression depends to a large extent on reading. It is a gateway to academic success. That is the reason its importance cannot be overstated. However, in spite of this acclaimed importance of reading, many Nigerian students according to Abe (1991) have reading problems. As if to compound this, Nigerian schools do not have a time specifically set aside to teach