Teachers’ Knowledge and Use of Dialogic Book Reading Strategy for Teaching Literacy in Ilorin Metropolis, Kwara State.
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Date
2025-02-12
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A publication of the Department of Arts and Social Science Education, University of Ibadan, Nigeria.
Abstract
The study examined teachers' knowledge and use of the dialogical book reading strategy in Ilorin metropolis. The research design was adopted. The participants were 200 teachers selected using the multistage sampling procedure. The instruments used was Teachers' Knowledge and Use of Dialogic Book Reading
Strategy Questionnaire (r = 0.85). The descriptive statistics of frequency counts, mean, and percentage were used to test the formulated hypothesis at 0.05 level of significance. The findings indicated that teachers had knowledge of but did not utilize dialogue reading skills. It was then recommended that teachers should be
exposed to regular training, while supportive environments and curriculum integration are also essential.
Furthermore, access should be equal, and implementation should not depend on teachers' gender.
qualifications, experience, or school type.
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Citation
Adedigba, O., Babalola, P. B., and Ahmed, T.A. (2025). Teachers’ Knowledge and Use of Dialogic Book Reading Strategy for Teaching Literacy in Ilorin Metropolis, Kwara State. International Journal Arts and Social Science Education. 10(1), 96-103. A publication of the Department of Arts and Social Social Science Education, University of Ibadan, Nigeria.