REDUCING ACADEMIC STRESS SPIRALS FOR EFFECTIVE READING COMPREHENSION

Abstract

Reading skill is essentially a significant literacy tool. It enhances effective communication in written and oral discourses. Thus, acquiring a good level of reading ability should not be undermined since textual context-oral and written- discourses are only interpreted through reading and this gives credence to the understanding of reading as a mental interpretation of codes. Most often, reading challenges are often perceived as learners’ phonemic limitations and/or poor exposure to linguistic codes. However, there are possible psychological impediments that are social forms that impede reading ability. One of such is the concept of stress spirals. Stress spirals are formed or repeated stress patterns that affect psychological balance which controls neurological processes that are activated during reading. Traditional perceptions on stress spirals did not concern itself so much with academic induced spirals but assessed other stress stimulants. However, it is necessary to evaluate the academic environment as a stress stimulant that affects reading. This study therefore focused on assessing the academic stress spirals for reading comprehension using a population of ten students from a private institution at the secondary level, a structured comprehension as an instrument for the study and adapting a Linkert scaled self-developed questionnaire as a tool for data collection. These data were subjected to descriptive analysis. The results of the study showed that academic designs are stress stimulants that forms patterns (spirals) that affect effective reading.  It suggested the adoption of a practical learning systems through multimodal forms as a strategy to reducing academic stress spirals and for effective reading.