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Reading Habits of Secondary School Teachers: A Study of Selected Secondary Schools in Ado-Odo Ota Local Government Area

Adebayo, Oyeronke (2009) Reading Habits of Secondary School Teachers: A Study of Selected Secondary Schools in Ado-Odo Ota Local Government Area. Library Philosophy and Practice. ISSN 1522-0222

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Abstract

Access to information is crucial to individual advancement as well as corporate educational development. Information is indispensable, and, according to Yusuf (2007), bridges the gap between knowledge and ignorance. One of the major avenues for acquiring information is reading. Reading is the foundation upon which other academic skills are built. It offers a productive approach to improving vocabulary, word power, and language skills. Tella and Akande (2007) assert that the ability to read is at the heart of self-education and lifelong learning and that it is an art capable of transforming life and society. Yani (2003) posits that reading habits of Nigerians are a matter of concern in our educational and national development, stating further that in a developing country like Nigeria, the concept of reading habits should not be relegated to the background. Nweke (1990) states that it has a real role to play in development of the individual. Sangaeo (1999) observes that a reading habit must be promoted from an early age. This view is supported by Yusuf (2007), who says that that children imbibe good character during their formative years. The most important factor in student learning in schools is the quality of teaching. Teachers are the chief drivers of the education engine. They design the curriculum and the behavioral goals that are its products (Olajide, 2008). Since education involves interaction between learners, learning materials, and teachers, teachers must be avid readers themselves in order to ignite a lifelong reading habit in their students. Students should be motivated to read and know how to use reading materials to improve themselves and their social environment. Trelease (2006) observes that teachers are seldom seen reading. A good teacher must have a broad information base and should not depend on their lesson notes, which cannot contain all the information on a given topic. Teachers should provide reading lists to accompany what is done in class and give assignments that will prompt students to research in the school or public library.

Item Type: Article
Subjects: Z Bibliography. Library Science. Information Resources > Z665 Library Science. Information Science
Z Bibliography. Library Science. Information Resources > Z719 Libraries (General)
Divisions: Faculty of Law, Arts and Social Sciences > School of Education
Depositing User: Mrs Patricia Nwokealisi
Date Deposited: 22 Apr 2014 13:42
Last Modified: 22 Apr 2014 13:43
URI: http://eprints.covenantuniversity.edu.ng/id/eprint/2418

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