Effectiveness of Collaborative Strategic Reading and Whole Language Approach on Reading Comprehension Performance of Children with Learning Disabilities in Oyo State Nigeria Adetoun

• Authors: Adetoun Olubanke Oladele , Isaac Taiwo Oladele
• Languages of publication: EN

Abstracts

EN

This study was carried out to determine the effectiveness of collaborative strategic reading and whole language approach on reading comprehension performance of primary school children with learning disabilities in Oyo state Nigeria. Seventy eight pupils participated in the study; they were between ages nine and eleven. Five hypotheses were generated and tested at 0.05 level of significance, convenience sampling technique was used to sample participants. The study was carried out in ten weeks. A pre test post test control group quasi experimental design with a 3 x 2 factorial matrix was adopted for the study. Analysis of covariance and t-test statistics were used to analyse the data collected. The five null hypotheses were rejected because there was significant difference in treatment effect across treatment groups and gender. It is hereby recommended that collaborative strategic reading should be employed to teach reading comprehension in Nigerian primary schools.

Keywords

EN

collaborative strategic reading; whole language approach; learning disabilities

• Publisher: Sciendo
• Journal: International Journal on Language, Literature and Culture in Education
• Year: 2016
• Volume: 3
• Issue: 1
• Pages: 1-24

Dates

published

2016-06-01

online

2016-07-06

Contributors

author

Adetoun Olubanke Oladele

• Department of Education for Learners with Learning Disabilities, Federal College of Education (Special) Oyo, P.M.B 1089 Oyo State Nigeria

author

Isaac Taiwo Oladele

• Retired Director, Oyo State Ministry of Education, Ibadan, Nigeria

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Identifiers

DOI

10.1515/llce-2016-0001