Reading Comprehension Difficulties and Remediation Strategies in Public Primary Schools in Cross River State

This study examines reading comprehension difficulties and the remediation strategies employed in public primary schools in Cross River State, South South Nigeria. Reading comprehension underpins academic achievement across all subject areas, yet a significant proportion of Nigerian primary school pupils exit the upper basic level with inadequate comprehension skills, limiting their academic progression. The study adopts a descriptive survey design, recruiting 300 Primary 5 pupils and 60 English language teachers from eight public schools in Calabar South and Ogoja Local Government Areas. The Gray Oral Reading Test (adapted) and a teacher remediation practices inventory were used as instruments. Data were analysed using descriptive statistics and chi-square tests. Findings reveal that over 40 percent of sampled pupils fall below the expected comprehension level for their grade, with inferential comprehension presenting greater difficulty than literal comprehension. Teachers predominantly relied on oral re-reading and whole-class questioning as remediation strategies, with limited use of evidence-based approaches such as reciprocal teaching, graphic organisers, or guided reading protocols. Teachers with formal literacy teaching training employed more varied and effective remediation approaches. These findings highlight systemic gaps in reading instruction that require urgent attention. The Cross River State Universal Basic Education Board is advised to develop a structured reading intervention programme incorporating phonics, vocabulary development, and comprehension strategy instruction, supported by ongoing teacher mentorship. Keywords: reading comprehension, remediation, primary school, Cross River State, literacy instruction.