Abstract

This study determined the effect of pre reading discussions (previewing and brainstorming) on students achievement in prose Literature in some selected schools in Obafemi Owode Local Government Area, Ogun State, Nigeria. The pretest posttest control group, quasi-experimental design was adopted. The participants were SS2 students in three intact classes from three senior secondary schools in the local government areas. The instruments used were Prose Literature Achievement Test (r=0.78) and Instructional guides. Treatment lasted six weeks. The result showed that students’ taught using previewing had the highest mean score of 18.16, followed by the students taught using Brainstorming (17.75) and students taught using the conventional strategy (16.45). This implies that students’ achievement was enhanced with the adoption of previewing and brainstorming strategies, although the difference was not significant. The study concluded that the two pre-discussion strategies were effective for teaching prose Literature-in-English. Arising from the findings, it was recommended that previewing and brainstorming strategies should be adopted as viable strategies for teaching and learning prose Literature-in-English.