Teachers` Knowlegde and use of Dialogic Book Reading Strategy for teaching Literacy in Ilorin Metropolis, Kwara State.
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Date
2025-01
Journal Title
Journal ISSN
Volume Title
Publisher
International Journal of Arts and Social Sciences (IJASSE)
Abstract
The study examined teachers’ knowledge and use of dialogical book reading strategy in Ilorin metropolis. The survey 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 was used to test the formulated hypothesis at 0.05 level of significance. The findings indicated that teachers had knowledge of, but did not utilise dialogue reading skills. It was then recommended that teachers should be exposed to regular trainings, 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.
Description
Keywords
Literacy skills, Dialogic book reading, Language skills, Reading ability