Literal Level of Student's Comprehension in Nigeria: A Means for Growing a New Generation African Scholars

The concern of this study was to examine students’ attainment in literal level of reading comprehension under reading for exact meaning, for information and for gist in a text. Two research questions and two hypotheses were formulated to guide in the study. An expost-facto research design was also employed. The researcher used an adapted Literal Reading Comprehension Test (LRCAT) for data collection. Out of a population of 1,803 SS2 students in Uyo L.G.A, 109 students formed the sample by  a stratified and  a hart and draw simple random sampling technique. Data collected were analyzed using the mean, standard deviation and paired dependent t-test.The mean score of students in reading for exact meaning was higher than reading for information and gist. The major findings were that with a df of 108 there is significant difference in students’ mean attainment scores in reading for exact meaning and reading for information. Also, there is significant difference in students’ mean attainment scores of reading for exact meaning and reading for gist. Based on the findings, it was recommended among others that, learners should consciously be taught how to develop their literal reading comprehension in order to encourage the acquisition of other comprehension levels at the senior secondary level, if  comprehension must have been attained. Keywords: Literal Reading Comprehension, Reading for Gist, Reading for Informatio