Dyslexia And Comprehension Achievement
Ojukwu Mark Onwuamaeze PhD
Department Of Psychology And Counselling, Michael Okpara University Of Agriculture, Umudike, Abia State, Nigeria.
Nwakamma Chinyere Geraldine
Department Of Psychology And Counselling, Michael Okpara University Of Agriculture, Umudike, Abia State, Nigeria.
Awoke Ngozi N Ph.D
Department of Educational Foundations, Alex Ekwueme Federal University, Ebonyi State Corresponding Author:Ojukwu, Mark O. Ph.D.
Keywords: Dyslexia, Comprehension, Achievement, Secondary School Students
Abstract
The study investigated the extent dyslexia serves as a correlate of reading comprehension achievement among junior secondary school students, Imo State. The study was guided by three each of specific objectives, research questions and hypotheses. The design of the study was correlational. The sample size was 442 (262 males and 180 females) students with dyslexia identified using two stage sampling technique drawn from a population of 2211 JS II students. Two research instruments were validated and employed for data collection. The stability of the instruments were determined using Pearson’s Product Moment Correlation Coefficient which gave reliability indices of r = 0.73 and 0.87 for Dyslexia Identification Scale for Students (DISS) and reading comprehension achievement Test (RCAT) respectively. Data were analyzed using Pearson Product Moment Correlation to answer research questions, while Linear and Multiple Regressions were used to test the hypotheses at .05 level of significance. It was found that Dyslexia to a negative high extent correlate with reading comprehension achievement, whilethe study also found that Gender to a significant low extent correlate to reading comprehension achievement. Among the Educational Implications of the finding was that it would help teachers identify problems associated with dyslexia. When teachers identify the problems associated with dyslexia, they would be able to understand and effectively manage and accommodate the changing mood of students caused by stereotypes associated with dyslexia. It would help to know why some students feel inferior and shy at times before their mates. Based on the findings, it was recommended that teachers observe their students properly in order to identify the dyslexics and other learning disabled. This is to enable them know which measure, teaching methods and teaching styles to utilize for them as well as to carry everyone along in the classroom.