The nature of work that is commonly done in sawmills, together with the quantity of woods being worked on generate a lot of noise to the working environments. Noise is hazardous to human health as it can cause increased blood pressure, sleep deprivation and other physiological as well as psychological effects on the workers. The aim of this study was to assess the noise exposure level of sawmill workers to evaluate their safety at work. Three sawmills, all located in Ibadan, Oyo State, South-Western Nigeria were selected for study. Noise level measurements for planning, circular and drilling machines used in the three sawmills were determined using a precision sound pressure tester measurement. The fraction of exposure, and daily personal exposure levels for each of the machines were obtained. Also, questionnaires were administered to obtain subjective responses from the workers on their demographic data, their knowledge about sawmill noise and impact, as well as perception of noise on the workers. SPSS version 20 was used for data entry and analysis. Purpose of this study is to determine the effect of learning strategies on the ability to read comprehension in terms of the level of mastery of vocabulary grade IV elementary school students. The research was conducted in SD Negeri 2 Kemantren as the experimental class and SDN 1 Perbutulan as the control class with the sample of the fourth graders each of 30 students held in the academic year 2017/2018. The study used design treatment by level 2 x 2. Data analysis technique used is analysis of two-way variance (ANOVA). The results showed that (1) there was a difference in reading comprehension ability of elementary school students who studied with the strategy of directed reading thinking activity higher than reading comprehension ability of elementary school students studying with expository strategy; (2) there is an interaction effect between the use of learning strategy and the level of vocabulary mastery of students’ reading comprehension ability; (3) learning outcomes for reading comprehension of primary school students between students learning with the Directed Reading Thinking Activity (DRTA) strategy that has a higher level of vocabulary mastery higher than students learning with expository strategies that have high vocabulary skills; (4) learning outcomes in reading comprehension of elementary school students between students studying with Directed Reading Thinking Activity (DRTA) strategies that have lower vocabulary mastery levels lower than students studying with expository strategies with low vocabulary skills.

Keywords : LearningStrategy; Vocabulary Mastery; Reading Ability Understanding.