ABSTRACT

The growth of reading and learning abilities is partly a function of the total development of human organisms as they interact with various institutions, persons and forces in society. Anderson and Hughes (1995) found from a study of matched group of boys and girls in the first school grade, that success in reading at that early age is a function of total development; children who are normal or advanced in general maturity tend to succeed, whereas those who are retarded in their social development tend to fail in reading. This finding has been confirmed by several other research reports (Olson, 1988; Richardson, 1987; Keshian, 1973). The purpose of this article is to discuss the relationship of social development and the growth of reading abilities, and examine their educational implications, with reference to a developing country like Nigeria