Teacher Classroom Practices in English Reading Comprehension in Selected Senior Secondary Schools in Ibadan Metropolis, Nigeria

This study investigated teacher classroom practices in English reading comprehension in senior secondary schools in the Ibadan Metropolis by focusing on the teachers’ use of question, teachers’ use of resources, and strategies of teaching reading comprehension. The survey design was adopted. Two LGAs and 10 schools (two per LGA) were randomly selected. The 20 SS2 English teachers in the sampled secondary schools were enumerated. Instruments used were Teacher Use of Questions Observation Scale (r = 0.77), Teacher Use of Resources Observation Scale (r = 0.84) and Teacher Use of Strategies Observation Scale (r = 0.91). Data were analyzed using descriptive statistics. Results indicated that the strategy mostly employed by the teachers in teaching reading comprehension is expository (mean =3.26), use of question (2.72), against the threshold of 3.00.The analysis showed that teacher asks low order questions (mean =2.25), higher order questions (mean=2.30), teacher gives students enough time to process the question and respond (mean=2.35), and teacher prompts students to answer questions only at the end of the lesson (mean=2.50). Teachers used motion pictures, word cards, projector and informative posters to aid comprehension (mean=1.00).