Developing Junior Secondary School Students’ Reading Comprehension and Written Composition Performances through Story Telling and Retelling

Abstract

The study investigated the impact of Story Telling and Story Retelling on Secondary School Students’ Reading Comprehension and Written Composition performance. Two hundred and forty (240) Junior Secondary School Students from three selected schools in Pankshin Local Government Area of Plateau State were surveyed. A pretest post test design was used to gather data from the respondents. The mean test and Standard deviation analyses showed that story telling and retelling as teaching strategies can enhance or facilitate the performance of students in both reading comprehension and written composition. The findings thus reveal that story telling and retelling can enhance the language performance of secondary school students. The implications of language teaching and learning are discussed.