EFFECT OF MULTI-SENSORY APPROACH ON READING PERFORMANCE OF PUPILS WITH READING DISABILITY IN JOS METROPOLIS, PLATEAU STATE.

Abstract

This research investigated the effect of multi-sensory approach on reading performance of pupils With Reading Disability in Jos Metropolis, Plateau State. Specifically, the study geared to find out the level of sight word vocabulary of level 5 pupils with reading disability before intervention and establish the level of sight word vocabulary of level 5 pupils with reading disability after intervention. The target population of this study include all the 9 pupils in level 5 identified with reading disability in Open Doors Special Education Centre, Jos. The sample was drawn out of the 9 pupils in level 5. 5 pupils with reading disabilities in level 5 who served as experimental group A, another 4 pupils with reading disabilities from level 5 served as control group B. In this study 9 pupils in level 5 who have reading disabilities were used. The sample method used for this research project was the purposeful sampling methodology. Simple percentages and mean scores was used to answer the research questions. While the t-test of independent samples was used to analyze the hypotheses at 0.05 level of significance. The statistics were generated using Statistical Package for Social Sciences (SPSS) version 25. The results indicated that students in the control group outperformed those in the experimental group by a little margin and that students in the experimental group outperformed those in the control group. This suggests that a multisensory approach to teaching, in particular, stimulates students' senses of hearing, vision, touch, speech, taste, movement, and action. It was concluded that Students with reading impairments usually perform below grade level when it comes to reading. It was then recommended amongst others that when instructing students with reading disabilities or any other kind of reading issues, educators should utilize a multisensory approach; Reading instruction and English language instruction should be provided separately and by distinct teachers in primary schools and that in order to enhance the reading comprehension skills of beginning readers and help them identify words, educators must provide sufficient interactive teaching resources.