Effectiveness of Mnemonic Instruction in Enhancing of Reading Ability Among Grade Three Learners with Dyslexia in Two Primary Schools in South Africa

• Authors: Lilian Zindoga , Peter JO Aloka

Abstracts

EN

This study examined the effectiveness of the mnemonic instruction in enhancing reading abilities among grade three learners with dyslexia in two public primary schools in Mpumalanga, South Africa. The Skinner’s reinforcement and the Information Processing theories were employed. A quasi-experimental design with one control group and one experimental group was used. Two schools, one was an intervention and was control one. A sample size of 43 learners was obtained in the two selected schools using purposive sampling technique. 23 parents (from the intervention school) participated in the questionnaires. The tools used were the Bangor Dyslexia Test, pre- and post- tests, and a reading comprehension test. The results revealed that there was a statically significant difference between pre-test and post-test scores for the experimental group, t (22) = -10.753; p <.001, suggesting that mnemonic instruction is highly effective in enhancing reading abilities among primary school learners with dyslexia. The study recommends 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.

Keywords

EN

mnemonic instruction; reading ability; learners; dyslexia; primary schools

• Publisher: Academicus. International Scientific Journal publishing house
• Journal: Academicus. International Scientific Journal
• Year: 2024
• Volume: 15
• Issue: 29
• Pages: 157-173

Dates

published

2024

Contributors

author

Lilian Zindoga

• Department of Studies in Education, University of the Witwatersrand, South Africa

• https://orcid.org/0009000401144265

author

Peter JO Aloka

• Department of Studies in Education, University of the Witwatersrand, South Africa

• https://orcid.org/0000000242989211

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Identifiers

DOI

10.7336/academicus.2024.29.09

Biblioteka Nauki

23592833