Effects of Explicit Instruction on Reading Fluency Skills of Primary Pupils in Jos East Local Government Area of Plateau State, Nigeria

Abstract

The ability to decode text effortlessly and to recognize words automatically is crucial to text comprehension. Most children will need intentional and systematic instruction in order to develop these reading fluency skills. The present study examined the effects of explicit instruction on reading fluency skills among 124 primary four pupils in four public primary schools. To gather data for this study, Reading Fluency Test (RFT) was used. The RFT measured the three reading fluency skills: word recognition, decoding and prosody. Analyses of data gathered using the t-test dependent sample revealed that explicit instruction improved reading fluency skills of pupils. These results confirm that improvements in reading fluency skills of pupils are related to intentional instruction as found in explicit instruction. One implication of the study is that teachers should be intentional in improving the reading fluency skills of pupils at the primary level of education.