PHD-Department of Early Childhood Studies

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Browsing PHD-Department of Early Childhood Studies by Author "Miriam, Kinyua"

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    Comprehension Intervention Strategies As Correlates Of English Reading Performance Among Grade Four Learners With Dyslexia In Nairobi City And Kiambu Counties, Kenya
    (Kenyatta University, 2025-03) Miriam, Kinyua
    Learners with dyslexia face significant challenges in reading, yet there remains a persistent gap in effective instructional interventions to improve their reading performance at global, regional, and national levels, including in Kenya. This study examined the relationship between selected reading comprehension intervention strategies and English reading performance among learners with dyslexia in Nairobi and Kiambu counties. Specifically, the study sought to: find out the specific reading comprehension difficulties experienced by Grade 4 learners with dyslexia; determine the extent to which reading abilities of Grade 4 learners with dyslexia moderate the relationship between reading comprehension intervention strategies and English reading performance; identify the most commonly used reading comprehension intervention strategies for Grade 4 learners with dyslexia; and establish the relationship between reading comprehension intervention strategies and English reading performance among Grade 4 learners with dyslexia in Nairobi City and Kiambu counties. This study was guided by Gough and Tunmer’s Simple View of Reading and Chall’s Stages of Reading Development theories. A correlational research design was used to explore the relationships between independent and dependent variables. The target population comprised 1,040 Grade 4 learners with dyslexia in public primary schools. Using purposive sampling, 32 special needs teachers were selected, while 166 learners with dyslexia were chosen through stratified random sampling to ensure diversity in reading comprehension abilities. In total, 198 respondents participated. Data collection methods included the Dyslexia Screening Test Junior (DST-J), document reviews, classroom observations, teacher interviews, and two reading comprehension tests. A pilot study was conducted in two public primary schools, one in Nairobi City County and one in Kiambu County. Data from teachers, learners, and academic documents were analyzed using both quantitative and qualitative approaches. Quantitative data were processed using SPSS version 26.0, with findings presented in tables and charts. Qualitative data from classroom observations, document reviews, and interviews were analyzed through content analysis and summarized in logical narratives. Pearson’s correlation coefficient statistical test was used to determine relationships between variables. Findings revealed a considerable prevalence of dyslexia among the learners with dyslexia, with many learners struggling to achieve comprehension beyond the literal level. Correlation analysis indicated a statistically significant moderate relationship between reading comprehension intervention strategies and reading performance (r = .355, p < .001). Furthermore, comprehension ability levels were found to have a moderating effect on this relationship. Learners with higher comprehension abilities benefited more from intervention strategies, while those with lower comprehension levels showed limited progress, highlighting the need for differentiated instructional approaches. The study concluded that comprehension intervention strategies improve English reading performance for leaners with dyslexia. These findings offer valuable insights for policymakers, educators, and other stakeholders in the Ministry of Education in developing effective interventions to address dyslexia and improve reading comprehension levels. The study recommends that teachers adopt evidence-based reading comprehension strategies tailored to the specific needs of learners with dyslexia.