Improving Reading Skills and Achievement Motivation of Nigerian Primary School Students Using Cognitive Behavioral Therapy.

This article investigates the effectiveness of cognitive behavioral therapy (CBT) in improving reading skills and achievement motivation among 70 primary school students with reading difficulties in Southeast Nigeria. Using a randomized controlled trial with pre-test, post-test, and follow-up assessments, the study found that students receiving CBT showed significant and sustained improvements in reading abilities—including pronunciation, fluency, and comprehension—and in their motivation to achieve academically, compared to a control group receiving standard instruction. The intervention involved structured CBT techniques delivered by trained psychologists and teachers over eight sessions, emphasizing cognitive restructuring and behavioral strategies tailored to reading challenges. The findings suggest that CBT can be a valuable therapeutic approach integrated into primary education to support students facing reading difficulties and low achievement motivation, with implications for educators, therapists, and policymakers in similar educational contexts.