An investigation into demographic factors influencing reading difficulties among primary three pupils in Osun State, Nigeria

This study investigated reading difficulties among primary three pupils in the state of Osun, Nigeria. The survey design offered evidence from combined research literature. Two hypotheses were tested in the study. Twenty (20) primary schools were randomly selected from the three Senatorial districts in Osun State. Four pupils identified as having reading difficulties were purposively drawn from each of the twenty schools with the cooperation of the school teachers and head teachers. Total number of respondents was 80. Data was collected through a developed instrument titled Determinants of Reading Difficulties Questionnaire (r=0.76), and analysed with SPSS software using t-test and bi-variate analyses. Results showed that: teachers display low/no tolerance for reading errors in class; parents do not devote time to assist in reading texts and other school assignments; pupils' after-school activities do not give them time to improve their reading ability; students had no extra lesson for reading after school hours; students lacked the interest to improve on their reading; bad/poor vision and peer shaming are among the causes leading to reading complications among students in primary 3 classes. The findings confirmed: a significant difference between parental literacy status and reading difficulties; and relative influence of school type on reading difficulties among primary 3 pupils. It was recommended among others that primary school management should organise: competitions on spelling bees, vocabulary knowledge, rote learning activities to encourage student-centred learning through self-discovery, sensory play and peer interaction, incentives to motivate pupils who lag in reading skills.