ABSTRACT

In this paper, ten typical reading problems in secondary schools and six possible sources of these problems are discussed, with particular reference to Nigerian secondary schools. The discussion is based mainly on the evidence obtained by observation and research findings. The importance of teaching reading as a subject in the secondary school curriculum is indicated, and recommendations are made to ensure the provision of facilities for both remedial and developmental work in Nigeria's primary and post-primary institutions of learning, as a means of minimizing the problems and facilitating communication and learning.