FACTORS INFLUENCING READING SKILLS AMONG SENIOR SECONDARY SCHOOL STUDENTS IN OYO METROPOLIS

Abstract This study investigates the factors influencing reading skills among senior secondary school students in Oyo Metropolis, Nigeria. The study aimed to examine the level of support systems for students with reading difficulties, the influence of parental involvement, and the availability of school resources on reading skills. The research employed a descriptive survey design, collecting data from 100 students across three selected schools Alaafin High School, Isale Oyo Community Senior Grammar School, and Ajayi Crowther College using a structured questionnaire. Key findings revealed significant differences in the support systems for students with reading difficulties, with many respondents acknowledging the challenges of reading as a skill. Parental involvement was found to positively influence reading skills, particularly when families valued education and encouraged early reading habits. Additionally, the availability of school resources, such as libraries and extra lessons, was shown to enhance students' reading proficiency. However, factors like mother-tongue interference and limited access to learning materials were identified as barriers to effective reading. The study concludes that targeted interventions, including remedial reading programs, teacher training, and increased parental engagement, are essential to address reading difficulties among students. Recommendations include implementing structured reading activities, providing adequate learning resources, and fostering collaborative efforts between schools and parents to improve literacy outcomes. These measures are crucial for enhancing academic success and lifelong learning among senior secondary school students. Keywords: Reading Skills, Senior Secondary School, Oyo Metropolis.