Abstract
Reading is a fundamental skill required for effective participation in academic tasks. This research investigated the significant main effects of phonics and neurological impress instructional methods on the reading skills of pupils with learning disabilities. A quasi-experimental pretest-posttest control group design with a 3 x 2 factorial matrix was used. Purposive sampling was used to select forty-five students with learning disabilities (N = 45, M = 22, F = 23, Mean age = 9.3) from three government-owned primary schools. Six instruments were used: Pupil Rating Scale (Revised) (r = 0.75); Picture Vocabulary Test (r = 0.75); PALS-PreK (r = 0.82); Informal Reading Inventory (r = 0.70); and Umolu's One Hundred High Frequency Words (r = 0.85). The data collected were analysed using the analysis of covariance (ANCOVA) and an estimated marginal mean score of 0.05 level is of significance. The findings revealed that treatment had a significant main effect on the reading skills of students with learning disabilities (F<sub>(2, 42)</sub> = 43.178, p < .05, η<sup>2</sup> =.762), but gender had no significant main effect. It is recommended that phonics and neurological impress instructional methods be adopted when teaching reading skills to pupils with learning disabilities.
Highlights
Poor readers waste time attempting to identify words and generally read the text verbatim
This means there is significant difference in the mean treatment of pupils with learning disabilities on reading skills that were exposed to phonics and neurological impress instructional strategies when compared with the control group
It was concluded that there is a significant main effect of treatments on enhancing the reading skills of persons with learning disabilities. This implies that phonics and neurological impress instructional strategies are effective in enhancing reading skills in persons with learning disabilities
Summary
Poor readers waste time attempting to identify words and generally read the text verbatim. They are unable to develop a conceptual understanding of what is reading because they spend so much time on identifying individual words in the text. Research shows that pupils who are unable to read by the fourth grade are more likely to drop out of school before graduating [1, 2], which will affects a large percentage of school-age children. 80% of the pupils with learning disabilities struggle to learn to read and half of the population struggles to read, while dyslexia affects 2% to 8% of the school-age children [3, 4]. In most developing countries, including Nigeria, these figures are unknown
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