Teachers` Knowlegde and use of Dialogic Book Reading Strategy for teaching Literacy in Ilorin Metropolis, Kwara State.

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dc.contributor.authorAdedigba Olabisi
dc.contributor.authorBabalola Promise Bamidele
dc.contributor.authorAhmed Tijani Ayinla Ahmed
dc.date.accessioned2026-05-11T10:47:11Z
dc.date.available2026-05-11T10:47:11Z
dc.date.issued2025-01
dc.description.abstractThe 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.
dc.identifier.issn2652-6411
dc.identifier.urihttps://uilspace.unilorin.edu.ng/handle/123456789/18292
dc.language.isoen
dc.publisherInternational Journal of Arts and Social Sciences (IJASSE)
dc.relation.ispartofseries10; 1-2
dc.subjectLiteracy skills
dc.subjectDialogic book reading
dc.subjectLanguage skills
dc.subjectReading ability
dc.titleTeachers` Knowlegde and use of Dialogic Book Reading Strategy for teaching Literacy in Ilorin Metropolis, Kwara State.
dc.typeArticle

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