READING COMPREHENSION ABILITY LEVELS OF FOURTH GRADE LEARNERS WITH DYSLEXIA IN NAIROBI AND KIAMBU COUNTIES, KENYA

Authors

  • Miriam Kinyua 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, Kenyatta University, Nairobi, Kenya

DOI:

https://doi.org/10.46827/ejse.v10i6.5543

Keywords:

reading comprehension, dyslexia, reading impairments, comprehension ability levels, reading comprehension interventions, reading performance, special needs teachers, special units

Abstract

This study aimed to investigate the reading comprehension abilities of fourth-grade learners with dyslexia in Nairobi and Kiambu Counties. Guided by Chall's model of reading development, the research targeted 1,040 fourth-grade students with dyslexia from public primary schools. Purposive sampling was used to select 32 special needs teachers, while simple random sampling identified 166 learners with dyslexia, yielding a total of 198 respondents. Data was collected using the Dyslexia Screen Test Junior (DST-J), document reviews, a classroom observation schedule, an interview schedule for teachers, and two comprehension tests. A pilot study was conducted in two special units, one in each county, to establish the reliability of the instruments, resulting in a Cronbach Alpha Coefficient of 0.82. Data was collected from special needs teachers of English and fourth-grade learners with dyslexia, along with a review of relevant academic documents. The collected data was categorized, coded, and analyzed using the Statistical Package for the Social Sciences (SPSS) version 21.0, employing both qualitative and quantitative techniques. Quantitative data was analyzed through frequencies and percentages, presented in tables, while qualitative responses were thematically organized according to the research questions and objectives. The findings revealed substantial challenges in reading comprehension among the learners. A majority (68.1%) exhibited only a literal comprehension level and struggled with basic decoding, while only a small percentage achieved interpretive (24.8%), critical (5.7%), and creative (1.4%) levels. The study also noted that many learners read slowly and repetitively to grasp the text. It was concluded that the difficulties experienced by learners with dyslexia in reading fluency, memory, and comprehension significantly hindered their ability to achieve proficient levels of reading comprehension. The study recommended tailored interventions to enhance both decoding skills and comprehension strategies, aiming to improve reading performance for dyslexic learners. These results may guide stakeholders in the Ministry of Education in implementing targeted interventions and offer a foundation for future research on effective strategies for teaching reading comprehension to students with reading impairments.

 

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Author Biographies

  • Miriam Kinyua, 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-Nairobi, Newdawn Education Centre-Nairobi, and Lavington Primary Special Unit-Nairobi.

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

    Dr. Jessina Muthee is a 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, Kenyatta University, 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

2024-08-21

Issue

Vol. 10 No. 6 (2024)

Section

Articles

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