Stakeholders seek stronger collaboration to improve pupils’ literacy skills

Stakeholders in the education sector have urged parents, teachers and school management to strengthen collaboration to improve pupils’ literacy skills nationwide and promote effective teaching and learning outcomes.

In separate interviews with journalists on Monday in Abuja, the stakeholders said the call followed concerns that many children advance through primary school without acquiring basic reading skills, prompting stakeholders to demand early intervention and improved teaching methods.

They identified ineffective teaching methods, inadequate parental supervision, premature promotion to higher classes, limited reading practice and digital distractions as factors affecting pupils’ literacy development.

The stakeholders stressed the need for early intervention and a collaborative approach to help children overcome learning difficulties and acquire essential reading and writing skills.

An educationist, Francis Adun, identified inappropriate teaching methods as a major factor, stressing that teachers should guide pupils progressively from recognising simple words to constructing sentences.

“Teachers need to know the appropriate methods to use in teaching children to read,” he said.

Mr Adun warned that inadequate professional training could undermine effective literacy instruction.

He also expressed concern over cases of premature school enrolment and accelerated progression through primary education without adequate consideration of children’s developmental readiness and learning abilities.

“Some parents skip classes for their children, hurrying them to finish primary school at the age of eight or nine years. This is uncalled for; it affects them greatly,” he said.

Mr Adun noted that the academic demands of primary and secondary education differ, urging parents to consider their children’s abilities before deciding their educational progression.

He urged parents to encourage reading and writing at home, noting that classroom instruction alone might not provide sufficient practice for children experiencing learning difficulties.

Similarly, Grace John, the proprietress of Aso Diamond Academy, Mararaba, said pupils’ reading abilities varied, depending on their backgrounds, exposure to books and available support at home.

Ms John explained that some pupils transferred into higher primary classes could not read fluently and required additional lessons, particularly in phonics, to address their learning gaps.

She advised parents to monitor their children’s assignments, provide reading materials and communicate regularly with teachers to reinforce classroom learning and improve pupils’ reading abilities.

Ms John also cautioned schools against promoting pupils to higher classes before they have acquired the academic skills needed to cope with more advanced learning requirements.

Also speaking, Echeruo Chinedu, the head teacher of Maria Assumpta School, emphasised early literacy instruction through letter recognition, phonics and regular reading practice to improve pronunciation and comprehension.

Mr Chinedu explained that teaching children to recognise individual letter sounds and combine them could help them read simple words and build confidence in their reading.

He cautioned against imposing rigid age expectations for reading proficiency, explaining that children develop literacy skills at different rates and require appropriate instructional support.

Mr Chinedu identified excessive mobile phone use, social media platforms such as TikTok, inadequate supervision and negative peer influence as distractions affecting children’s reading habits.

On disagreements between parents and teachers, he urged both parties to avoid confrontation and work together to support pupils experiencing reading difficulties.

He also urged parents to encourage rather than intimidate children over their academic performance, while balancing recreational activities with schoolwork and regular reading practice.

A parent, Mimidoo Tile, said she wanted her child to develop reading skills between the ages of five and six, preferably around nursery two and primary one.

Ms Tile identified difficulties with pronouncing letter sounds and blending them into words as possible barriers to effective reading, stressing the need for targeted support.

She stressed that mastering letter sounds and blending them correctly were fundamental to developing effective reading skills and building a strong foundation for future learning.

(NAN)