Explicit Instruction a Rudiment for the Development of Reading Skills in Learners with Dyslexia in an inclusive primary schooling the Buea Municipality Cameroon
DOI:
https://doi.org/10.5281/zenodo.15601206Keywords:
Development, Explicit, Instruction, Rudiment, Learners with Dyslexia,Reading Skills.Abstract
This study sought to investigateexplicit instruction as a rudiment in the development of reading skills in learners with dyslexia in the BueaMunicipality. Specifically, it investigated the effect of systematic phonics instruction (drill-practice) and guided modeled reading (guided practice) on the development of reading skills in learners with dyslexia. The experimental research design with the quasi-experimental design, Pre-test and Posttest with Non-Randomized Experimental and Control groups was used. Interview and observation guides were used to corroborate the data collected from the experiment. purposively14 pupils from class four of Government school Buea Townin the Buea Municipality was selected to constitute the participants in the control and the experimental groups. Data range and validation checks were performed in SPSS version 26.0 (IBM Inc., 2012).Cramer’s V test was used to measure the association between the categorical variables. The extent to which explicit instruction fosters the development of reading skill was discussed using Chi–Square test of the equality of the proportion.Statistics were discussed at the 95% ConfidenceLevel (CL), that is Alpha=0.05. The results revealed that bothsystematic phonics instruction andguided modeled reading significantly foster the development of reading skills of learners with dyslexia who were in the experimental group as shown by Cramer’s V test which indicates that more children (85.7%) from the experimental group made progress after the posttest compared to (14.3%) for the control group. This difference was statistically significant at the 95%confident level and Cramer’s V test furtherproved that progress was significant within the groupsatV=0.714;P=0.008.It was generally concluded that explicit instruction significantly fosters the development of reading skills of children with dyslexia who were taught using the strategies in the Buea Municipality. It is therefore recommended thatsystematic phonics instructionand guided modeled readingbe incorporated into the curriculum, and training on the use of this method be provided to teachers for effective use in teaching of learners with dyslexia.
References
Al Otaiba, S., & Fuchs, D. (2006). Who are the young children for whom best practices in
reading are ineffective? An experimental and longitudinal study. Journal of LearningDisabilities, 39(5),414–431. https://doi.org/10.1177/00222194060390050401
Archer, A. L., & Hughes, C. A. (2011). Explicit instruction: Effective and efficient teaching.Guilford Press.
Birsh, J. R. (2018). Multisensory teaching of basic language skills (4th ed.). BrookesPublishing.
Bowers, A. L., &Newby, T. J. (2012). The impact of guided reading instruction on the reading achievement of students with dyslexia. Journal of Learning Disabilities, 45(6), 501-508.
https://doi.org/10.1177/0022219411433650
Cain, K., Oakhill, J., & Bryant, P. (2004). Children's reading comprehension ability:
Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96(1), 31–42. https://doi.org/10.1037/0022-0663.96.1.31
Chall, J. S. (1983). Stages of reading development. McGraw-Hill.
Ehri, L. C. (2005). Learning to read and learning to spell: Two sides of a coin. In B. A.
Blachman (Ed.), Foundations of reading acquisition and dyslexia: Implications for early intervention (pp.1-28). Erlbaum.
Ehri, L. C., Nunes, S. R., Stahl, S. A., & Willows, D. M. (2001). Systematic phonicsinstructionhelps students learn to read: Evidence from the National Reading Panel’s meta-analysis.
Review of Educational Research, 71(3),393–447.https://doi.org/10.3102/00346543071003393
Gathercole, S. E., & Baddeley, A. D. (1993). Working memory and language. PsychologyPress.
Gillingham, A., & Stillman, B. (1997). The Gillingham Manual: Remedial Training for
Children with Specific Disability in Reading, Spelling, and Penmanship. The Educators Publishing Service.
Lyon, G. R., Shaywitz, S. E., &Shaywitz, B. A. (2003). A definition of dyslexia. Annals ofDyslexia, 53(1), 1–14.https://doi.org/10.1007/s11881-003-0001-9
Morgan, P. L., Farkas, G., Tufis, P. A., & Sperling, R. A. (2008). Are reading and behaviorproblems risk factors for each other.Journal of Learning Disabilities, 41(5), 417–436.https://doi.org/10.1177/0022219408321123
National Reading Panel. (2000). Report of the National Reading Panel: Teaching children toread. National Institute of Child Health and Human Development.
Pennington, B. F. (2006). From single to multiple deficitmodels of developmental disorders.Cognition, 101(2), 385–413.https://doi.org/10.1016/j.cognition.2006.04.008
Pressley, M. (2006). Reading instruction that works: The case for balanced teaching. GuilfordPress.
Rasinski, T. V. (2003). The fluent reader: Oral reading strategies for building word recognition,fluency, and comprehension. Scholastic.
Rayner, K., Foorman, B. R., Perfetti, C. A., Pesetsky, D., & Seidenberg, M. S. (2001). How
Psychological Science informs the teaching of reading. Psychological Science in the Public Interest, 2(2),31-74.
Ritchey, K. D., & Goeke, J. L. (2006). Orton–Gillingham and Orton–Gillingham–basedreading instruction: A review of the literature.The Journal of Special Education, 40(3), 171–183.https://doi.org/10.1177/00224669060400030501
Shaywitz, B. A., Shaywitz, S. E., Blachman, B. A., Pugh, K. R., Fulbright, R. K., Skudlarski,
P., ... & Gore, J. C. (2002). Development of left occipitotemporal systems for skilled reading in children after a phonologically based intervention. Biological Psychiatry, 55(9), 926–933.
https://doi.org/10.1016/S0006-3223(03)00507-X
Shaywitz, S. E. (2003). Overcoming dyslexia: A new and complete science-based program forreading problems at any level. Alfred A. Knopf.
Snowling, M. J. (2000). Dyslexia. Blackwell Publishing.
Snowling, M. J., &Hulme, C. (2012). Interventions for children’s language and literacydifficulties. International Journal of Language & Communication Disorders, 47(1), 27–34.https://doi.org/10.1111/j.1460-6984.2011.00081.x
Swanson, H. L., & Deshler, D. D. (2003). Instructing adolescents with learning disabilities:Converting a meta-analysis to practice. Journal of Learning Disabilities, 36(2), 124–135.
https://doi.org/10.1177/00222194030360020501
Sweller, J.(1988). Cognitive load during problem solving: Effects on learning. CognitiveScience, 12(2), 257–285.https://doi.org/10.1207/s15516709cog1202_4
Therrien, W. J. (2004). Fluency and comprehension gains as a result of repeated reading: A meta-analysis.Remedial and Special Education, 25(4), 252–261.https://doi.org/10.1177/07419325040250040801
Torgesen, J. K., Wagner, R. K., &Rashotte, C. A. (2006). Test of Word Reading Efficiency(TOWRE). Pro-Ed.
Torgesen, J. K. (2004). Preventing reading difficulties inyoung children. National AcademyPress.
Torgesen, J. K., Rashotte, C. A., & Alexander, A. W. (2001). Principles of fluency instructionin reading: Implications for remediation. In J. K. Torgesen (Ed.), Principles of effectivereading instruction (pp. 303-335). Guilford Press.
Vaughn, S., Levy, S., Coleman, M., & Bos, C. (2000). Reading instruction for students withLD and EBD: A synthesis of observation studies. The Journal of Special Education, 34(1), 2–15.https://doi.org/10.1177/002246690003400101
Vellutino, F. R., Scanlon, D. M., & Lyon, G. R. (2004). Differentiating between difficult-to-remediate and readily remediated poor readers: More on the role of the child’s cognitive and linguistic functioning. Journal of Learning Disabilities, 37(3), 222-235.
https://doi.org/10.1177/00222194040370030301
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes.Harvard University Press.
Wagner, R. K., &Torgesen, J. K. (1987). The nature of phonological processing and its causalrole in the acquisition of reading skills. Psychological Bulletin, 101(2), 192–212.
https://doi.org/10.1037/0033-2909.101.2.192
Sweller, J.(1988). Cognitive load during problem solving: Effects on learning. CognitiveScience, 12(2), 257–285.https://doi.org/10.1207/s15516709cog1202_4
Therrien, W. J. (2004). Fluency and comprehension gains as a result of repeated reading: A meta-analysis.Remedial and Special Education, 25(4), 252–261.https://doi.org/10.1177/07419325040250040801
Torgesen, J. K., Wagner, R. K., &Rashotte, C. A. (2006). Test of Word Reading Efficiency(TOWRE). Pro-Ed.
Torgesen, J. K. (2004). Preventing reading difficulties inyoung children. National AcademyPress.
Torgesen, J. K., Rashotte, C. A., & Alexander, A. W. (2001). Principles of fluency instructionin reading: Implications for remediation. In J. K. Torgesen (Ed.), Principles of effectivereading instruction (pp. 303-335). Guilford Press.
Vaughn, S., Levy, S., Coleman, M., & Bos, C. (2000). Reading instruction for students withLD and EBD: A synthesis of observation studies. The Journal of Special Education, 34(1), 2–15.https://doi.org/10.1177/002246690003400101
Vellutino, F. R., Scanlon, D. M., & Lyon, G. R. (2004). Differentiating between difficult-to-remediate and readily remediated poor readers: More on the role of the child’s cognitive and linguistic functioning. Journal of Learning Disabilities, 37(3), 222-235.
https://doi.org/10.1177/00222194040370030301
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes.Harvard University Press.
Wagner, R. K., &Torgesen, J. K. (1987). The nature of phonological processing and its causalrole in the acquisition of reading skills. Psychological Bulletin, 101(2), 192–212.
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Author(s) and co-author(s) jointly and severally represent and warrant that the Article is original with the author(s) and does not infringe any copyright or violate any other right of any third parties and that the Article has not been published elsewhere. Author(s) agree to the terms that the IPHO Journal will have the full right to remove the published article on any misconduct found in the published article.
