The poor performance of pupils in reading comprehension tasks has
caught the attention of all stakeholders in the education industry
in recent times. Efforts at tackling this problem have often always
focused on linguistic, psychological and sociological factors,
neglecting pedagogical factors. While schools may not be able to do
much to change a child's socio-linguistic background for instance,
much could be achieved by altering the methodologies of teaching.
The findings reported in this book are geared towards upgrading the
quality of reading instruction at the primary and secondary levels.
The Direct-Reading-Thinking-Activity-Approach discussed in this
book, is aimed at encouraging pupils to make use of their natural
abilities to make and confirm predictions as they read. Teachers,
teachers-in-training, curriculum planners, policy makers, parents
and the society in general will find this book useful in improving
reading comprehension pedagogy.
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