EFFECT OF PHONEMIC AWARENESS INSTRUCTION ON READING PERFORMANCE OF PUPILS WITH DYSLEXIA IN JOS SOUTH, PLATEAU STATE

Abstract

This study was undertaken to investigate the “Effects of Phonemic Awareness Instruction on Reading Performance of Pupils with Dyslexia in Jos South, Plateau State”. Five objectives, five research questions and five hypotheses were formulated to guide the study. The design of the study was pretest-posttest quasi-experimental design, the population of the study was 58 pupils, while the sample was 20 pupils with dyslexia, which were selected considering their personological variables from primary 2 in Bright Star Christian Academy, Rantya and Da-Zang Private School, Bukuru; all in Jos-South. Purposive sampling technique was adopted for this study; which was administered using a teacher-made maze test and word-recognition test. Mean and standard deviation were used to analyze the research questions, while t-test of related samples was used to analyze the hypothesis. The findings of the study showed that, the experimental group performed better than the control group with a post-test mean score difference of 44.00 in the reading skill performance; and a 26.00 mean score difference in the comprehension performance skills. It was recommended that; Education authorities such as the Universal Basic Education (UBE) and Local Education Authorities (L.E.A), State and Federal Ministries of Education, should train and employ specialists in the area of dyslexia, and deploy them to primary and secondary schools.