Gender Dynamics in Mnemonic instruction: Enhancing Reading Skills Among Grade Three Learners with Dyslexia through Mnemonic Instruction in Mpumalanga Public Schools, South Africa.
Two theories were applied: the information processing and Skinner's reinforcement theory. A method for estimating causal links without random assignment was employed. There were two institutions: an experimental one and a normal one. Using judicious sampling methods, 43 participants from the two cho...
| Publicado en: | Academicus no. 33; pp. 148 - 165 |
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| Formato: | Artículo |
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Academicus
2026
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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=191198126&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 191198126 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 20793715 BK4T jtl: Academicus issn: 20793715 maglogo: N pubinfo: dt: 2026 iid: 33 pid: 68858 pub: Academicus artinfo: ui: 191198126 ppf: 148 ppct: 17 formats: fmt: @attributes: type: P size: 2.1MB tig: atl: Gender Dynamics in Mnemonic instruction: Enhancing Reading Skills Among Grade Three Learners with Dyslexia through Mnemonic Instruction in Mpumalanga Public Schools, South Africa. aug: au: Zindoga, Lilian affil: BaIsago University, Francistown, Botswana su: Dyslexia Reading Gender role Skinner, Quentin, 1940- Mnemonics Third grade (Education) Cognitive learning theory Operant conditioning South Africa sug: subj: South Africa Dyslexia Reading Gender role Skinner, Quentin, 1940- Mnemonics Third grade (Education) Cognitive learning theory Operant conditioning keyword: and Mnemonic Instruction (MI) Learners Primary Schools Reading Ability ab: Two theories were applied: the information processing and Skinner's reinforcement theory. A method for estimating causal links without random assignment was employed. There were two institutions: an experimental one and a normal one. Using judicious sampling methods, 43 participants from the two chosen schools were included in the study. The questionnaires were completed by 23 parents from the intervention school. Information was gathered using the Bangor Dyslexia Test (BDT), pre- and post-tests, and a literacy assessment exam. There was a statistically significant difference between the reading scores of boys and girls with dyslexia, according to the results of the independent samples t-test. When examining reading skill alone as a component of reading ability, female students' results (M=26.7; SD=7.7) were significantly higher than those of male students (M=13.0; SD=6.7), t (21) = 4.563, p =.000 <.001. This suggests that gender plays a significant role in improving reading ability through mnemonic intervention, with female students outperforming male students. According to the study, the Department of Education (DBE) should create early assessments for male learners with dyslexia in their early school years. 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: 2026 holdings: @attributes: islocal: N |
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