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Reading is a fundamental skill in the learning process and personal development of an individual. This study examined the relative effectiveness of three methods of teaching reading on students’ achievement in comprehension. A quasi experimental design was adopted for the study. A sample of four hundred and ninety eight (498) students was selected using multi-stage random sampling. Three research questions were raised and one hypothesis was formulated for the study. Reading Comprehension Achievement Tests (RCAT) I and II were respectively used as pre-test and post-test. Mean, standard deviation, ANCOVA and Scheffe’s post hoc test were used for analysis. Results from the study showed that the individualized method is superior to both the language experience and basal method. The results suggest that teachers should be encouraged to use it in teaching reading. It was therefore recommended that attention should be paid to the teaching of reading at the secondary school level as it is the practice in primary schools. DOI: 10.5901/jesr.2016.v6n1p17

The Effectiveness of Three Methods of Teaching Reading on Students’ Achievement in Comprehension