THE RELATIONSHIP BETWEEN READING COMPREHENSION ABILITY LEVEL AND READING PERFORMANCE IN ENGLISH LANGUAGE AMONG GRADE FOUR LEARNERS WITH DYSLEXIA IN NAIROBI AND KIAMBU COUNTIES, KENYA

Authors

  • Kinyua Miriam PhD Student, School of Education, Department of Special Needs Education, Kenyatta University, Nairobi, Kenya
  • Jessina Muthee Lecturer, Dr., Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya
  • Mathew Karia Lecturer, Dr., Department of Early Childhood and Special Needs Education, Nairobi, Kenya

DOI:

https://doi.org/10.46827/ejse.v10i6.5535

Keywords:

reading comprehension, reading performance, English language, grade four learners, dyslexia

Abstract

This study aimed to establish the relationship between reading comprehension ability and reading performance in the English language among grade four learners with dyslexia in Nairobi and Kiambu counties. This study was guided by Gough and Tunmer’s Simple View of Reading and Chall’s Stages of Reading Development theories. The study adopted a correlational research design to determine the type of relationships between predictor and outcome variables. The study targeted 1,040 grade four learners with dyslexia in public primary schools. The researcher used purposive sampling in the selection of 32 special needs teachers and simple random sampling to select 166 learners with dyslexia, translating to a total of 198 respondents. Dyslexia Screen Test Junior (DST-J), document review, classroom observation schedule, interview schedule for teachers, and two comprehension tests were employed by the researcher in data collection. Furthermore, the researcher conducted a pilot study in two special units in two public primary schools, one in Nairobi County and the other in Kiambu County. The reliability of the research instruments was established using the test-retest method, resulting in a 0.82 Cronbach Alpha Coefficient. Data was collected from Special needs teachers of English, Grade four learners with dyslexia, and by reviewing relevant academic documents. Coding and analysis of the quantitative data collected was done using SPSS version 21.0. To help determine the relationship between the independent and dependent variables, the researcher used Pearson's' correlation coefficient and ANOVA statistical tests. The findings revealed a significant correlation coefficient (r=0.355*), with a significance level of 0.000. These findings suggested a clear relationship between reading comprehension ability levels and English performance among grade four learners with dyslexia. Notably, the study observed a trend wherein an increased risk of dyslexia corresponded to decreased levels of reading comprehension ability, emphasizing the impact of dyslexia on reading proficiency in English. The study concluded that there was a significant relationship between reading comprehension ability level and reading performance in the English language among grade four learners with Dyslexia in Nairobi and Kiambu counties, Kenya. The study recommended that the MoE should provide comprehensive training programs for teachers to enhance their understanding of dyslexia and effective instructional strategies tailored to the needs of learners with dyslexia. This training should focus on structured literacy approaches, multisensory teaching methods, and accommodations specific to students wih dyslexia. Moreover, teachers should develop and implement individualized education plans for students with dyslexia, outlining specific interventions, accommodations, and goals to support their reading development.

 

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Author Biographies

  • Kinyua Miriam, PhD Student, School of Education, Department of Special Needs Education, Kenyatta University, Nairobi, Kenya

    Miriam Kinyua is a Learning Specialist and Counseling Psychologist, currently finalizing her PhD in Special Needs Education (Learning Disabilities) at Kenyatta University (Nairobi, Kenya). Her research interests include learning disabilities, inclusive education, mental health wellness among students, guidance and counseling, educational assessments, child protection, cognitive development, differentiated instruction, and behavior management. Miriam holds an M.Ed. in Special Needs Education from Kenyatta University, an M.A. in Counseling Psychology from KCA University, a B.Ed. in Special Education (Physics, Chemistry, Hearing Impairment & Gifted and Talented) from Kenyatta University, and a postgraduate certificate in Functional and Educational Assessments from the Kenya Institute of Special Education. A passionate advocate for inclusive education, Miriam believes that every child can learn regardless of their individual needs or learning differences. Throughout her career, she has been dedicated to safeguarding programs for children and designing tailored learning programs for students with additional needs, particularly in Mathematics and Literacy. She has worked with various esteemed institutions, including Peponi School, St. Austin's Academy-Lavington, Potterhouse School-Runda, Newdawn Education Centre-Runda, and Lavington Primary Special Unit.

  • Jessina Muthee, Lecturer, Dr., Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya

    Dr. Jessina Muthee is lecturer in the School of Education at the Department of Early Childhood and Special Needs, Kenyatta University, Kenya.

  • Mathew Karia, Lecturer, Dr., Department of Early Childhood and Special Needs Education, Nairobi, Kenya

    Dr. Mathew Kinyua Karia is a Lecturer in the Department of Early Childhood & Special Needs Education (Speech & Language Pathology Program)-Kenyatta University (Nairobi-Kenya). He teaches in the area of Speech and Language Pathology. He is also a consultant in the field of Speech and Language Pathology. His research interests are in the areas of Speech and Language Pathology, Hearing Impairment, Inclusive Education, Neurolinguistics, Phonetics, and Phonology. He is also working in various Kenyan hospitals as a consultant speech therapist and a volunteer speech therapist with Operation Smile Inc., a USA based NGO and Starkey Hearing Foundation. Dr. Karia holds a Doctor of Philosophy (Phonetics/Speech & Language Pathology) from Cologne University (Germany), an M.A (Linguistics/ Phonology) from Kenyatta University (Kenya), and a B.Ed (Arts- English/Literature) from Kenyatta University.

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Published

2024-08-19

Issue

Vol. 10 No. 6 (2024)

Section

Articles

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