Pamela A Ooko1, Peter J O Aloka2. 1. Faculty of Education, Teachers Service Commission of Kenya, Mombasa, Kenya. 2. Division of Studies in Education, Wits School of Education, University of the Witwatersrand, Johannesburg, South Africa.
Abstract
BACKGROUND: Dyslexic learners have difficulties in accurate and fluent word recognition and poor spelling and decoding abilities. OBJECTIVE: The present study investigated the use of selected behaviour modification practices to enhance reinforcement of reading abilities amongst dyslexic learners in primary schools in Kenya. METHODS: The Solomon four research design was adopted. A sample size of 229 dyslexic learners in four selected schools was obtained using purposive sampling technique. The tools used were the Bangor Dyslexia Test and a short reading comprehension test. Internal validity of the constructs was tested using the Kaiser-Meyer-Oklin measure of sampling adequacy (KMO Index) and the Bartlett's test of sphericity. The reliability of the questionnaires was ascertained using Cronbach's alpha and internal consistencies of 0.673-0.807 were reported. RESULTS: The findings reported a statistical significant difference between pre-test and post-test scores of the experiment group 1, t (48) = -15.059, p < 0.01, implying that a significant effect was found in the use of behaviour modification strategies in improving learner English language reading skills. The regression model explained 54.7% (R 2 = 0.547) of the variability in the level of English language reading abilities amongst primary school learners with dyslexia. CONCLUSION: The study concludes that coaching behaviour modification practice had the highest influence on English language reading abilities as compared to prompting, shaping and modelling practices. The study recommended training of teachers on the use of behaviour modification practices to improve dyslexic learners' reading ability.
BACKGROUND: Dyslexic learners have difficulties in accurate and fluent word recognition and poor spelling and decoding abilities. OBJECTIVE: The present study investigated the use of selected behaviour modification practices to enhance reinforcement of reading abilities amongst dyslexic learners in primary schools in Kenya. METHODS: The Solomon four research design was adopted. A sample size of 229 dyslexic learners in four selected schools was obtained using purposive sampling technique. The tools used were the Bangor Dyslexia Test and a short reading comprehension test. Internal validity of the constructs was tested using the Kaiser-Meyer-Oklin measure of sampling adequacy (KMO Index) and the Bartlett's test of sphericity. The reliability of the questionnaires was ascertained using Cronbach's alpha and internal consistencies of 0.673-0.807 were reported. RESULTS: The findings reported a statistical significant difference between pre-test and post-test scores of the experiment group 1, t (48) = -15.059, p < 0.01, implying that a significant effect was found in the use of behaviour modification strategies in improving learner English language reading skills. The regression model explained 54.7% (R 2 = 0.547) of the variability in the level of English language reading abilities amongst primary school learners with dyslexia. CONCLUSION: The study concludes that coaching behaviour modification practice had the highest influence on English language reading abilities as compared to prompting, shaping and modelling practices. The study recommended training of teachers on the use of behaviour modification practices to improve dyslexic learners' reading ability.
Authors: Linda Dusenbury; William B Hansen; Julia Jackson-Newsom; Donna Pittman; Cicely Wilson; Kathleen Simley; Christopher Ringwalt; Melinda Pankratz; Steven Giles Journal: Am J Health Educ Date: 2010