ANALYSIS OF READING MISQUES IN SELECTED JUNIOR SECONDARY SCHOOLS IN EKITI STATE

Abstract

The need to give attention to reading assessment that is both practical and accurate has become paramount more than ever before. This is because reading problems seem to be on the increase in our schools. This study therefore investigated reading miscues among Junior Secondary Schools (JSS) in Ekiti State. The study determined reading miscue patterns among the selected students and examined the influence of gender on their reading miscues. The population for the study consisted all Junior Secondary Schools in Ekiti State while the sample was 48 JSS students selected through simple random sampling and purposive sampling techniques. The instrument for the study was an informal reading inventory with a running record to obtain samples of students' reading. Data collected were analysed using both descriptive and inferential statistics. Findings from the study revealed that reading miscue patterns among the students included: phonological miscue, hesitation, omission, insertion, repetition and substitution; the most prominent among them was phonological miscue. Gender did not significantly influence their reading miscues. It is recommended that teachers should carry out miscue analysis among their students in order to be able to help students overcome reading problems.