Examining Textual Vision on Students’ Reading Comprehension at ECWA Theological Seminary Jos, Nigeria

Reading comprehension is a crucial skill in education, shaping students’ abilities to understand and analyze complex texts. This research examines the impact of textual vision, encompassing cognitive, affective, and psychomotor processes, on various skills in education such as comprehension, analysis, synthesis, and creativity. Through a qualitative research approach including classroom observations and interviews, this study also explores the implementation of instructional strategies that promote textual vision and investigates its influence on students’ reading skills in ECWA Theological Seminary, Jos. To improve their reading critical thinking, comprehension, and retention. The findings highlight the importance of effective strategies in enhancing textual vision, and their positive impact on students’ reading comprehension, analysis, synthesis, and creative thinking skills. The findings suggest that while textual vision strategies are being implemented at ECWA Theological Seminary, there are significant challenges to student effectiveness, particularly in fostering critical thinking, comprehension, and retention. Building on the findings from the study this paper recommends that educators are encouraged to integrate dynamic, interactive reading sessions that go beyond traditional methods such as multimodal Learning Tools, Peer-Led Discussions, Creative Synthesis Projects, and Real-World Application Scenarios.