Abstract

The study examined the effect of team-assisted individualised instructional strategy on lower primary school pupils’ reading comprehension, reading speed and reading fluency in Ekiti State. The study adopted the pretest─ posttest control group quasi-experimental research design. The population for the study consisted of lower primary three pupils in Ekiti State. The sample consisted of 50 primary three pupils. An intact class in each of the selected schools was assigned to team-assisted individualised instructional strategy as the experimental group and traditional teaching method as the control group respectively. The reliability coefficients of Reading Comprehension Achievement Test RCAT, (=0.962,) Reading Fluency Test RFT (=0.846) and Reading Speed Test RST( =0.732). Data collected were analysed using appropriate descriptive and t-test statistics. The result showed that there is a significant effect of team-assisted individualised instructional strategy on the lower primary school pupils’ reading comprehension, reading speed and reading fluency in Ekiti State.