ABUJA — Education advocates have urged Nigerian schools to strengthen structured reading programmes for young learners as part of efforts to improve literacy outcomes. They said children need regular opportunities to read, discuss texts and develop vocabulary from the earliest stages of their education. Reading is a foundational skill that influences performance across almost every subject. Pupils who develop strong reading abilities are generally better positioned to understand instructions, learn new concepts and engage with written information. For this reason, literacy programmes should not be treated as the responsibility of language teachers alone. Teachers across subjects can encourage reading by incorporating age-appropriate texts into classroom activities. Schools can also establish reading clubs and regular reading periods to encourage children to practise outside normal language lessons. Access to books remains an important consideration. Many schools have limited libraries or insufficient quantities of suitable reading materials. Expanding school libraries and providing affordable books can give pupils greater opportunities to practise. Digital materials can complement physical books where reliable devices and connectivity are available. Parents also have an important role. Children who are encouraged to read at home can develop stronger habits and greater confidence. Parents do not necessarily need advanced educational resources to support reading; regular conversation, storytelling and access to simple age-appropriate texts can make a difference. Teachers require support as well. Effective literacy instruction involves more than asking pupils to memorise words. Educators need training in phonics, comprehension, vocabulary development and methods for identifying children who require additional help. Early identification is particularly important because learning difficulties can become harder to address when they are ignored for several years. Schools can use simple assessments to monitor progress. Such assessments should help teachers understand what each child can do and where additional support is required. They should not be used merely to label pupils. Children develop at different rates, and teaching strategies may need to be adjusted accordingly. Language diversity also needs to be considered in Nigeria. Many children speak indigenous languages at home while learning English at school. Teachers must therefore recognise the linguistic backgrounds of their pupils and use appropriate strategies to support comprehension. Building strong literacy skills can have long-term economic benefits. Young people who leave school with poor reading abilities may face difficulties in higher education, vocational training and employment. Improving literacy early can therefore contribute to broader human-capital development. Education authorities can support schools by providing reading materials, teacher training and clear literacy guidelines. Monitoring should focus on actual learning rather than simply the number of books distributed or programmes launched. Community organisations and libraries can also support schools through reading initiatives. A coordinated approach can help create a culture in which reading is regarded as a normal and enjoyable part of childhood. The call for stronger reading programmes reflects a wider concern about foundational learning in Nigeria. Improving literacy will require sustained effort, but practical measures in schools and homes can make a significant difference. Ensuring that children learn to read confidently at an early age should remain a central priority for the education system.