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THE EFFECT OF INSTRUCTION ON EARLY NON-WORD READING STRATEGIES IN GOVERNMENT SECONDARY SCHOOLS

CHAPTER ONE

INTRODUCTION

BACKGROUND OF THE STUDY

The acquisition of proficient reading skills is a critical milestone in a student's educational journey, laying the foundation for lifelong learning and academic success. As scholars and educators increasingly recognize the pivotal role of early literacy development, there is a growing emphasis on investigating the impact of instructional strategies on various aspects of reading proficiency. This research delves into a specific facet of early literacy – non-word reading strategies – and explores their development in the context of government secondary schools. The effectiveness of instructional methods in shaping these strategies is a focal point, as educators seek evidence-based insights to enhance teaching practices. By examining the intricate interplay between instruction and the development of non-word reading skills, this study aims to contribute valuable knowledge that can inform pedagogical approaches and ultimately improve the reading outcomes of students in government secondary schools. In navigating this exploration, we delve into the theoretical frameworks underpinning early literacy, scrutinize existing literature, and embark on a comprehensive investigation to shed light on the nuanced dynamics of instruction and its impact on early non-word reading strategies in the government secondary school setting.

To comprehend the intricate relationship between instruction and early non-word reading strategies, it is imperative to recognize the theoretical foundations that underpin early literacy development. The Simple View of Reading (Gough & Tunmer, 1986) posits that reading comprehension results from the interaction of two critical components: decoding and language comprehension. Decoding involves the ability to convert printed words into spoken language, a skill particularly relevant to non-word reading, which requires the application of phonemic decoding strategies. Language comprehension, on the other hand, involves the understanding of the meaning conveyed by the decoded words. This theoretical framework serves as a compass in our exploration, guiding us to dissect the influence of instruction on the decoding aspect, with a specific focus on non-words.

A thorough examination of the existing literature reveals a burgeoning interest in the factors influencing early reading development, with particular attention to the role of instructional practices. Researchers have underscored the importance of explicit and systematic phonics instruction in fostering decoding skills (National Reading Panel, 2000). However, the extent to which these practices impact the specific realm of non-word reading strategies within government secondary schools remains an area warranting more in-depth investigation.

The government secondary school setting introduces unique contextual elements that may shape the effectiveness of instructional strategies. Factors such as diverse student populations, varying socioeconomic backgrounds, and resource constraints may all contribute to the complexity of implementing and assessing instructional approaches. Consequently, our study endeavors to account for these contextual nuances and discern how they intersect with instructional methods to influence the development of non-word reading skills among students.

In the subsequent sections of this research, we delve into an empirical exploration, employing both quantitative and qualitative methodologies to unravel the intricacies of instruction on early non-word reading strategies in government secondary schools. By adopting a multidimensional approach, we aim to capture a comprehensive picture of the instructional landscape and its impact on students' decoding abilities. As we navigate through our findings, the ultimate goal is to distill actionable insights that educators and policymakers can leverage to refine and optimize instructional practices, fostering a more robust foundation for early literacy development in government secondary schools. Through this endeavor, we contribute to the ongoing dialogue surrounding effective literacy instruction, with a specific lens on the nuanced domain of non-word reading strategies in the critical context of government secondary education. 

STATEMENT OF THE PROBLEM

The investigation into the effect of instruction on early non-word reading strategies in government secondary schools is prompted by a critical gap in our understanding of how instructional methods impact decoding skills within this specific educational context. Despite the recognized significance of early literacy development, there is a dearth of empirical research focusing on the nuanced domain of non-word reading strategies in government secondary schools. This study seeks to address the following key issues:

Firstly, there is limited insight into the specific instructional approaches employed in government secondary schools to enhance non-word reading skills. Understanding the prevalent pedagogical methods and their alignment with best practices is crucial for informing targeted interventions.

Secondly, the diverse student populations in government secondary schools may respond differently to various instructional strategies. Socioeconomic factors, linguistic diversity, and resource disparities can potentially influence the efficacy of instruction, necessitating an exploration of how these contextual elements intersect with non-word reading skill development.

Finally, the effectiveness of current instructional practices in fostering proficient non-word reading strategies remains largely unexamined. By elucidating the impact of instruction on decoding skills, this research aims to provide evidence-based recommendations for educators and policymakers to enhance literacy outcomes in government secondary schools. Addressing these issues is essential for shaping pedagogical practices that cater to the unique challenges and opportunities within the government secondary school setting.

OBJECTIVE OF THE STUDY

Main Objective: To investigate the impact of instructional methods on early non-word reading strategies in government secondary schools.

Specific Objectives:

1.  To assess the prevailing instructional approaches employed in government secondary schools for the development of non-word reading skills, examining the alignment with established best practices in literacy instruction.

2.  To examine the influence of diverse student characteristics, including socioeconomic backgrounds, linguistic diversity, and resource disparities, on the effectiveness of instructional methods in fostering non-word reading proficiency.

3.  To evaluate the current level of proficiency in non-word reading strategies among students in government secondary schools and identify specific areas of strength and challenge. 

RESEARCH QUESTIONS

What instructional methods are commonly employed in government secondary schools to enhance non-word reading skills, and how do these approaches align with established best practices in literacy instruction?

How do diverse student characteristics, such as socioeconomic backgrounds, linguistic diversity, and resource disparities, interact with instructional methods to influence the development of non-word reading proficiency in government secondary schools?

What is the current level of proficiency in non-word reading strategies among students in government secondary schools, and what specific factors contribute to variations in proficiency across different student populations within this educational context? 

RESEARCH HYPOTHESES

Alternative Hypothesis (H1): There is a significant positive relationship between the implementation of explicit and systematic instructional methods in government secondary schools and the enhancement of non-word reading skills among students.

Null Hypothesis (H0): There is no significant relationship between the implementation of explicit and systematic instructional methods in government secondary schools and the enhancement of non-word reading skills among students.

Alternative Hypothesis (H1): The influence of diverse student characteristics, including socioeconomic backgrounds, linguistic diversity, and resource disparities, significantly interacts with instructional methods, impacting the development of non-word reading proficiency in government secondary schools.

Null Hypothesis (H0): Diverse student characteristics do not significantly interact with instructional methods, and there is no impact on the development of non-word reading proficiency in government secondary schools.

Alternative Hypothesis (H1): There are significant variations in the proficiency of non-word reading strategies among students in government secondary schools, and specific factors such as socioeconomic status, linguistic diversity, and resource availability contribute to these variations.

Null Hypothesis (H0): There are no significant variations in the proficiency of non-word reading strategies among students in government secondary schools, and factors such as socioeconomic status, linguistic diversity, and resource availability have no impact on these variations. 

SIGNIFICANCE OF THE STUDY

This study will be of immense benefit to other researchers who intend to know more on this study and can also be used by non-researchers to build more on their research work. This study contributes to knowledge and could serve as a guide for other study.

SCOPE OF THE STUDY

The scope of this study encompasses an in-depth exploration of instructional methods and their impact on early non-word reading strategies within government secondary schools. The investigation will focus on pedagogical practices, student characteristics, and proficiency levels, providing insights into the specific context of government secondary education. 

LIMITATION OF THE STUDY

The demanding schedule of respondents at work made it very difficult getting the respondents to participate in the survey. As a result, retrieving copies of questionnaire in timely fashion was very challenging. Also, the researcher is a student and therefore has limited time as well as resources in covering extensive literature available in conducting this research. Information provided by the researcher may not hold true for all businesses or organizations but is restricted to the selected organization used as a study in this research especially in the locality where this study is being conducted. Finally, the researcher is restricted only to the evidence provided by the participants in the research and therefore cannot determine the reliability and accuracy of the information provided.

Financial constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

Time constraint: The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.

DEFINITION OF TERMS

Instruction: The systematic and explicit teaching methods employed by educators to impart knowledge and skills, particularly focusing on the development of early non-word reading strategies in the context of government secondary schools.

Early Non-word Reading Strategies: The cognitive processes and decoding skills applied by students when reading unfamiliar or pseudo-words, encompassing phonemic decoding, word recognition, and other strategies relevant to early literacy development.

Government Secondary Schools: Educational institutions under governmental jurisdiction providing secondary-level education, typically catering to a diverse student population and subject to governmental policies and regulations.

Pedagogical Practices: The strategies, methods, and approaches employed by teachers in the instructional process, including lesson planning, content delivery, and assessment, with a specific focus on their influence on early non-word reading strategies.

Student Characteristics: Varied individual attributes such as socioeconomic backgrounds, linguistic diversity, and resource disparities, influencing the learning experiences and outcomes of students in government secondary schools.

Proficiency Levels: The degree of mastery or competence exhibited by students in applying non-word reading strategies, indicating their ability to decode and comprehend text, particularly in the early stages of literacy development.

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