ABSTRACT
This study examined effect of Demonstration Technique on Remedial reading of JSS students with a view to determining whether demonstration technique can impact positively on the reading performance of remedial readers. The population of this study consists of all the 512 JSS one students at the two selected Junior Secondary Schools in Katsina State. Fifty remedial readers were sampled from each of the two schools making a total of one hundred students. Fifty students were used for the control group and another fifty remedial readers for the experimental group. The instrument used for the study was National Common Entrance Examination in English Language for the pre-test and post-test for both the control and experimental groups. Treatment was given to the experimental group using demonstration techniques. Four research questions were raised. The research instruments were validated by the supervisor and other experts in language teaching. A pilot study was conducted using test re-test method yielding 0.82 reliability. The hypotheses of the research were tested via t-test based on analysis of the students' actual performance using the statistical package for social science (SPSS). From the result, it was observed that teaching using demonstration techniques is relatively more effective for remedying reading problems in students judging from the mean performance of the students on word recognition (15.88) against the pre test mean of 6.10. Vocabulary development an increase from (5.90 to 6.50), Phonemic discrimination (10:74 to 17.28) and ability to read group of words witnessing an increase from 7.66 to 15.20 respectively. Thus, based on these findings, it is recommended that demonstration techniques should be used to remedy reading problems in Pupils and students. All the four hypotheses were rejected.