Abstract

Reading of expository texts has been a herculean task to many in-school adolescents, particularly in Nigerian public secondary schools. Many scholars have investigated methods of teaching reading of expository texts with different conflicting results. This study looked at the effects of literature-based and skills-based approaches on the reading of expository texts by in-school adolescents. The main effect of gender on reading was also examined. Using a quasiexperimental design and a sample size of 180 students drawn from three co-educational institutions in Ibadan, treatment lasted six weeks. An instrument, Reading Comprehension Test (RCT) (r=.81) was used for pretest and posttest. Results showed that treatment had a significant effect on in-school adolescents’ reading comprehension of expository texts (F(3,176) 7.018, P<0.05). Gender had a significant effect on students reading achievement (F(2,177) 24.997, P<0.05). The study therefore, recommended that literature-based, holistic approaches in their various forms can be utilised regularly when teaching expository texts among in-school adolescents.