Effectiveness of Mnemonic Instruction in Enhancing of Reading Ability Among Grade Three Learners with Dyslexia in Two Primary Schools in South Africa.
The current study assessed the efficacy of the mnemonic instruction (MI) in enhancing reading abilities among grade three learners with reading disability in two government schools (grade R to 7) in Mpumalanga, South Africa. Skinner's reinforcement and the Information Processing theories were employ...
| Publicado en: | Academicus Vol. 15; no. 29; pp. 157 - 174 |
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| Autores principales: | , |
| Formato: | Artículo |
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Academicus
2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=174553660&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 174553660 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 20793715 BK4T jtl: Academicus issn: 20793715 maglogo: N pubinfo: dt: 2024 vid: 15 iid: 29 pid: 68858 pub: Academicus artinfo: ui: 174553660 10.7336/academicus.2024.29.09 ppf: 157 ppct: 17 formats: fmt: @attributes: type: P size: 2.6MB tig: atl: Effectiveness of Mnemonic Instruction in Enhancing of Reading Ability Among Grade Three Learners with Dyslexia in Two Primary Schools in South Africa. aug: au: Zindoga, Lilian Aloka, Peter J. O. affil: Wits School of Education, University of the Witwatersrand, South Africa su: Third grade (Education) First grade (Education) Primary schools Dyslexia Reading comprehension Comprehension testing Reinforcement (Psychology) South Africa sug: subj: South Africa Third grade (Education) First grade (Education) Primary schools Dyslexia Reading comprehension Comprehension testing Reinforcement (Psychology) keyword: dyslexia learners mnemonic instruction (MI) primary schools reading ability ab: The current study assessed the efficacy of the mnemonic instruction (MI) in enhancing reading abilities among grade three learners with reading disability in two government schools (grade R to 7) in Mpumalanga, South Africa. Skinner's reinforcement and the Information Processing theories were employed. A research method used to estimate causal relationships without random assignment was used. One of the two schools was an intervention and the other one was a control one. 43 participants were included in the study from the two selected schools using purposive sampling technique. 23 parents (from the intervention school) participated in the questionnaires. The Bangor Dyslexia Test (BDT), pre- and post-tests, and a reading comprehension test were the tools used to collect data. The results revealed that there were statically substantial differences between the assessment scores administered before and after treatment for the experimental group, t (22) = -10.753; p <.001, suggesting that mnemonic instruction is highly effective in enhancing reading abilities among primary school LWD. This investigation advocates 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. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Academicus is the property of Academicus and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Academicus holder: Academicus dt: @attributes: year: 2024 holdings: @attributes: islocal: N |
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