INFLUENCE OF READING DIFFICULTIES ON ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN AGWAI-EWURU SECONDARY SCHOOL, AGBOR, DELTA STATE

This study examined the influence of reading difficulties on the academic performance of secondary school students in Agwai-Ewuru Secondary School, Agbor, Delta State, Nigeria. Using a descriptive survey research design, data were collected from 50 teachers through a structured questionnaire to assess the prevalence, manifestations, and impact of reading difficulties on student academic achievement. The study was guided by Constructivist Learning Theory, Piaget's Theory of Cognitive Development, and Vygotsky's Sociocultural Theory as theoretical frameworks. The findings revealed that reading difficulties were highly prevalent among students, with poor reading comprehension (Mean = 4.5) and slow reading fluency (Mean = 4.4) being the most significant challenges. These difficulties had a substantial negative impact on academic performance, with reading problems contributing to poor exam performance (Mean = 4.56) and creating a strong link between reading skills and overall academic achievement (Mean = 4.50). Regression analysis demonstrated that reading difficulties explained 61% of the variance in academic performance (R² = 0.61, p < 0.001). Key contributing factors included lack of access to books (Mean = 4.24), poor home literacy environments (Mean = 4.38), and inadequate teacher training in reading instruction (Mean = 3.86). Existing interventions were found to be moderately effective, with digital tools showing the most promise (Mean = 3.88). The study recommended establishing reading clubs, implementing phonics-based instruction, enhancing teacher professional development, and promoting school-wide reading culture to address these challenges. The research contributes to understanding literacy challenges in Nigerian secondary education and provides evidence-based recommendations for improving reading proficiency and academic outcomes among students