Modeling behavior modification practice and enhancement of reading abilities: evidence among learners with Dyslexia in Kenya

Abstract

The study investigated modeling behavior modification practice and enhancement of reading abilities among learners with Dyslexia in Kenya. The mixed-methods sequential explanatory design was used. The sample size comprised 229 learners and 54 English teachers and 4 guidance and counseling teachers selected from 4 public primary schools. To obtain a sample for the study purposive, saturated and random sampling methods were used in selection of schools, teachers and learner participants respectively. A pilot study was conducted on 24 learners and 6 teachers selected from two public primary schools within Changamwe Sub-County to ascertain validity and reliability of the instruments. The research tools used included the Bangor Dyslexia Test, Hardin Simmons dyslexia screening test and English reading test. The Cronbach’s alpha for of 0.807 for modeling reinforcement revealed that the instruments had adequate reliability for the study. The data was generated using mixed methods approach where both quantitative and qualitative methods were used for analysis. The findings indicated that, after the level of modeling behaviour practices were included, the model as a whole explained 25.2% (R Square = 0.252) of the variability in reading abilities among the primary school learners. The study recommended that teachers should use these behavior modification practices to improve dyslexic learners reading ability.