CHAPTER
ONE
INTRODUCTION
Reading is an essential tool for lifelong learning.
It is important for everyone to develop a good reading culture as to perform
excellently in academic endeavours. Reading skills for students are critical
for academic performance and personal growth. Reading is an important component
of student’s ultimate literacy development. Moreover, Ezeji (2012) citing
Holte, (1998), agreed that reading adds quality to life and provide access to
culture and culture heritage. He pointed out that reading empowers and
emancipates citizens, and bring people together. According to Rubin (2002),
reading is an integrative process that starts with the reader and includes the
affective, perceptual, and cognitive domains.
It is pertinent to note that students who engage in
in-depth reading have developed self-confidence and they know that their
ability to read can open doors for them. Improving access to relevant
information and promoting reading culture are prerequisites for strengthening
literacy skills, widening education and learning opportunities, and helping
people to address the causes of poverty (Makotsi, 2005). Consequently, the
emotion the reader have when reading any information resources either online or
offline information will help the reader to consciously understand and know
exactly what he or she is reading. Reading can be said to be the bedrock of most
forms of learning activities culminating in literacy.
Anecdotal evidences suggest that students are rarely
interested in reading for pleasure, instead, they read only to pass
examinations. The declining interest in reading among students in higher
institution is a challenge to all, as it affects the educational standard and
the quality of graduate sent into the society. The ministry of education in
Nigerian may need to launch a readership promotion campaign from the primary to
the tertiary level of education, which may help to incubate the culture of
reading in students to enhance a better reading culture among all and sundry.
Further, one of the most important factors in
education is ability to read, understand and critical apprehend the text,
Hetting and Knapp (2001) cited in Onovughe (2012). Moreover, Carson (1992)
opines that reading furnishes three serendipities including:
•
Reading activates the mind.
•
Reading forces the mind to discriminate. From the beginning, readers have to recognize
letters printed on the page, make them into words, the words into sentences,
and the sentences into concepts.
• Reading pushes us to use our
imagination and makes us more creatively inclined
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