READING INTERESTS AND HABITS OF CONNECTICUT STUDENTS IN NIGERIAN UNIVERSITY.

READING INTERESTS AND HABITS OF CONNECTICUT STUDENTS IN NIGERIAN UNIVERSITY.
 
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Reading and being able to read adequately is a sure path to academic success. The saying-“keep reading, keep leading” corroborates this. Reading is also according to the US Education department (2005) report, one of the means to gain access to all the knowledge in this world. Even in this digital age when almost everything is computerized, one has to be able to read fluently to access needed information as well as make meaning out of it. In spite of the avowed benefits and importance of reading to academic success, many students rarely read, and the majority of those who do, do so only for examination purposes. Fatimayin (2004) opines that reading has benefits which include relaxation, therapeutic uses and reading to excel, which can all impact one’s lifetime. Reading, however is a learning tool needed by all students, be it those in the conventional institutions or distance learning mode. This further illustrates why students need to have reading interests. The reason being that English is the language of education needed to excel in all subjects. In addition, reading English reading materials such as novels, storybooks, comics, newspapers/magazines, encyclopedia, poetry, documentaries, etc., will widen the horizons of students and all who read.
Reading is central to intellectual development and is a gateway to understanding written materials as well as all subjects in the school curriculum. It provides students with enjoyment as well as information. It is a means of widening their intellectual horizon. (Fatimayin, 2004). Buttressing this, Kolawole (2005), asserts that with every meaningful reading activity comes expansion of horizon of learning. That is, the more a student reads, the more background knowledge he/she acquires about other ways of life, behavior and thoughts. Reading is therefore important in the learning context because it affords readers independent access to information in an increasing information driven society. It is also a powerful learning tool, a means of constructing meaning and acquiring new knowledge (Pretorious, 2000). Reading is therefore a tool subject used in the learning of other subjects and is important for higher education and professional development. This is hinged on the fact that students’ academic progress depends largely on his/her reading ability and by extension, reading habits and interests. In addition, communicative competence demands appropriate, spontaneous and fluent communication via the oral and written medium. There is no better way to promote such competence in students than through developing a reading habit or culture determined by a student’s reading interest.
Reading helps in the development of other language skills as well as enables the readers communicate with the writer without meeting physically. That is, reading is key to a wealth of experience that links people in a way not limited by distance or time. This very important ingredient for success in academic and other areas is one in which students are lacking. Fatimayin (2004) attributed this lack to many factors one of which is the absence of a reading culture among Nigerian students. She opines that Nigerians do not read for pleasure. This is a habit which the younger generation has imbibed from their parents. Fagbemi (1997) also states that even students who are supposed to be widely read may read when examination is close, and for many, the textbooks may be the beginning and end of reading. This does not paint a good picture of students acquiring healthy reading habits and interests.