The Relationship between Reading Dyslexia and Academic Performance of Upper Primary Pupils in Public Schools in Changamwe Sub-County, Kenya

Abstract

The present study examined the relationship between reading dyslexia condition and academic performance in upper primary learners in Kenyan public schools in Changamwe Sub County, Mombasa County. The study used a purposive sampling method and the sample consisted of 160 learners and 43 teachers from six different schools. Correlational Ex-Post Facto research design was used based on three major examinations done in Term 1 and Term 2. Questionnaires were used to collect data from teachers. A test re-test method was used to test reliability of the instruments using both Cronbach’s Alpha and Pearson’s correlation coefficient (r) at 5 percent critical level. Descriptive statistics of mean, frequencies, percentages, standard deviations were used to analyze data while Pearson product moment correlations were used to test hypotheses. The data was analyzed using Stata11 software. The study found that there was a statistically significant correlation (p < 0.05) between academic performance and reading (r = 0.4876*, p = 0.000) in upper primary pupils in public schools. The study recommends formulation of education policies catering on the screening, teaching, learning, assessment and examination of dyslexic pupils in public primary schools in Kenya. The study also recommends restructuring the teacher training curriculum to equip teachers with skills to handle reading dyslexics.