Annotated Bibliography

1. Okorie, E., Onwuka G., Uloh- Bethels A. (2015). Reading Readiness Deficiency in
Children: Causes and Ways Improvement. University of Nigeria.
Reading readiness according to UNICEF (2012) is a process of preparing a child for reading;
encouraging the child to read and engaging that child in reading. However, reading readiness
entails the maturation of all the mental, physical and socio-emotional factors involved in the
reading process. The state of readiness is crucial in the attainment of any task. In a complex task
such as reading, readiness must be attained before success can be assured. The state of readiness
in reading can be likened to the process of childbirth. No matter how desirous or anxious the
mother to be is, she must go through the process of labour to have her baby! It is an act that
manifests in a child’s early development. This development should be properly enhanced by
parents, guardians and language instructors as well so that the best should be achieved of the
child. Reading is indispensable and a valuable asset to any child who desires to explore the
universe and to be knowledgeable. With the appropriate reading materials, environment, and
teachers who are willing to help children imbibe reading culture, good reading skills can be
inculcated into children.

2. (2019). What are some factors affecting reading? www. Enotes.com/ homework-help.

Any type of reading, such as fiction, non-fiction, news, magazine, recipes,

instructions, reviews and so on, would help a person become a better reader. Certainly,
reading something the person finds interesting would be best. But, reading something
because it is helpful is good too. Exposure to reading increase a person’s resource of
neuron connections in the brain. This is why older adults often make excellent college
students for they have so many neuron connections in the brain. They have many neuron
connections to relate to a new information. It takes much less effort to understand and
remember new material.

3. Bergen, E, Zuijen T., Bishop D., De Jong, P. (2016). Why are Home Literacy
Environment and Children’s Reading Skills Associated? What parental Skills Reveal.
Wiley Periodicals.

Associations between home literacy environment and children's reading ability are often
assumed to reflect a direct influence. However, heritability could account for the association
between parent and child literacy‐related measures. Although home literacy correlated
significantly with children's reading, no variable predicted significant variance after allowing for
parental reading, except the number of books in the home. The study showed that children's basic
reading skill is related to several aspects of the home literacy environment, but most seem to be
masked genetic effects. That is, they seem to correlate with child reading because children inherit
from their parent both a genetic tendency for a certain reading level and the home environment
they are exposed to. An exception to this seems to be the number of books children grow up
with, which may also exert a true environmental effect on their reading outcome. In general, the
research design that we propose opens up an avenue for a new line of research investigating the
nature of nurture.