Reading Comprehension in Yoruba Among Primary Five Pupils in Kaduna State

The promotion of mother tongue literacy is a central objective of Nigeria's early childhood education policy, yet implementation in non-Yoruba-dominant northern states remains constrained by multiple systemic factors. This study assesses Yoruba reading comprehension skills among Primary Five pupils in selected schools in Kaduna State, North West Nigeria, where Yoruba is taught as a minority language in some schools serving Yoruba migrant communities. Using a descriptive assessment design, 150 pupils from five schools in Kaduna metropolis were administered standardised Yoruba reading comprehension passages at varying difficulty levels. Performance was assessed across literal comprehension, inferential comprehension, and vocabulary in context dimensions. The study further collected data from teachers regarding instructional practices, available teaching materials, and classroom language environment. The theoretical framework draws on reading comprehension models adapted to tonal language literacy. Existing literature on Yoruba language education in northern Nigeria has focused on teacher supply and curriculum policy rather than on empirical learner performance data. This study addresses that gap with direct assessment data. The research investigates how sociolinguistic factors such as household language dominance, years of Yoruba instruction, and teacher qualifications correlate with reading comprehension performance. Findings are expected to reveal low average comprehension scores, particularly on inferential tasks, with resource availability and teacher competence as key predictors. Recommendations will address material provision, teacher recruitment, and pedagogical support for Yoruba instruction in minority-context schools. Keywords: reading comprehension, Yoruba, primary education, Kaduna State, minority language instruction.