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Vollständiger Titel (Englisch)
Academicus International Scientific Journal
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Verlag
Academicus International Scientific Journal
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ISSN
20793715 (Gedruckte Zeitschrift)
23091088 (Online-Zeitschrift)
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Nummer des Bandes
29
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Erscheinungsdatum der Ausgabe (YYYY/MM)
2024/01
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Vollständiger Titel (Englisch)
Effectiveness of Mnemonic Instruction in Enhancing of Reading Ability Among Grade Three Learners with Dyslexia in Two Primary Schools in South Africa
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Von (Autor)
Zugehörigkeit
University of the Witwatersrand, South Africa, Doctoral Candidate
ORCID
https://orcid.org/0009-0004-0114-4265
Zugehörigkeit
University of the Witwatersrand, South Africa, Prof.Dr.
ORCID
https://orcid.org/0000-0002-4298-9211
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Number of Pages
17
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Erste Seite
157
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Letzte Seite
173
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Sprache des Textes
Englisch
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Erscheinungsdatum
2024/01
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Copyright
2024 Academicus
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Schlagwörter
mnemonic instruction (MI) - reading ability - learners - dyslexia - primary schools
Abstract/Hauptbeschreibung
The current study assessed the efficacy of the mnemonic instruction (MI) in enhancing reading abilities among grade three learners with reading disability in two government schools (grade R to 7) in Mpumalanga, South Africa. Skinner’s reinforcement and the Information Processing theories were employed. A research method used to estimate causal relationships without random assignment was used. One of the two schools was an intervention and the other one was a control one. 43 participants were included in the study from the two selected schools using purposive sampling technique. 23 parents (from the intervention school) participated in the questionnaires. The Bangor Dyslexia Test (BDT), pre- and post- tests, and a reading comprehension test were the tools used to collect data. The results revealed that there were statically substantial differences between the assessment scores administered before and after treatment for the experimental group, t (22) = -10.753; p <.001, suggesting that mnemonic instruction is highly effective in enhancing reading abilities among primary school LWD. This investigation advocates that the Department of Basic Education should revise the policy that reading is tested from grade one, instead of from grade three, that those who are not able to read do not proceed until and unless they are able to read, and to train teachers on how to use various approaches to enhance reading abilities, including mnemonic techniques.
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