Influenceof Prompting on Enhancement of Reading Abilities among Pupils with Dyslexiain Kenyan Primary Schools

摘要

The study investigated the influence of prompting on enhancement of reading abilities among pupils with Dyslexia in Kenyan primary schools. The study adopted the Solomon Four Research Design. The unit of analysis included 20 public primary schools. The target population comprised 8978 pupils, 4 guidance and counselling teachers. The sample size for the study consisted of 229 pupils, 54 English language teachers and 4 guidance and counselling teachers. The data was collected using interview schedules, questionnaires which had both the open and close ended questions to collect data from teachers on selected skills to use with Dyslexic learners. The reliability coefficient of the questionnaire was ascertained using the Cronbach’s alpha with an internal consistency ranging from shaping 0.673 to modeling 0.807. In analysing qualitative data, the study used thematic analysis while descriptive and inferential statistical techniques were used to analyze quantitative data. The inferential statistics used included ANOVA, simple and multiple regression analysis. Validity of research instruments was ensured by expert judgment by university supervisors. SPSS statistical Package was used in data analysis. The study established that there is significant difference [t (48) = -15.059, p<.001] between pretest and posttest score of Experiment group which means a significant impact of treatment (behavior modification strategies) was established on the experimental group. There was a statistically significant relationship between prompting and reading ability (R Square = 0.296). The guidance and counseling teachers need to be equipped with skills to address and assist dyslexic learners cope with learning in the public primary schools in Kenya.