Browsing by Author "Kinyua, Miriam"

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    Reading Comprehension Ability Levels of Fourth Grade Learners With Dyslexia in Nairobi and Kiambu Counties, Kenya
    (European Journal of Special Education Research, 2024) Kinyua, Miriam; Muthee, Jessina; Karia, Mathew
    This study aimed to investigate the reading comprehension abilities of fourth-grade learners with dyslexia in Nairobi and Kiambu Counties. Guided by Chall's model of reading development, the research targeted 1,040 fourth-grade students with dyslexia from public primary schools. Purposive sampling was used to select 32 special needs teachers, while simple random sampling identified 166 learners with dyslexia, yielding a total of 198 respondents. Data was collected using the Dyslexia Screen Test Junior (DSTJ), document reviews, a classroom observation schedule, an interview schedule for teachers, and two comprehension tests. A pilot study was conducted in two special units, one in each county, to establish the reliability of the instruments, resulting in a Cronbach Alpha Coefficient of 0.82. Data was collected from special needs teachers of English and fourth-grade learners with dyslexia, along with a review of relevant academic documents. The collected data was categorized, coded, and analyzed using the Statistical Package for the Social Sciences (SPSS) version 21.0, employing both qualitative and quantitative techniques. Quantitative data was analyzed through frequencies and percentages, presented in tables, while qualitative responses were thematically organized according to the research questions and objectives. The findings revealed substantial challenges in reading comprehension among the learners. A majority (68.1%) exhibited only a literal comprehension level and struggled with basic decoding, while only a small percentage achieved interpretive (24.8%), critical (5.7%), and creative (1.4%) levels. The study also noted that many learners read slowly and repetitively to grasp the text. It was concluded that the difficulties experienced by learners with dyslexia in reading fluency, memory, and comprehension significantly hindered their ability to achieve proficient levels of reading comprehension. The study recommended tailored interventions to enhance both decoding skills and comprehension strategies, aiming to improve reading performance for dyslexic learners. These results may guide stakeholders in the Ministry of Education in implementing targeted interventions and offer a foundation for future research on effective strategies for teaching reading comprehension to students with reading impairments.
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    The relationship between reading comprehension ability level and reading performance in English language among grade four learners with dyslexia in Nairobi and Kiambu Counties, Kenya
    (European Journal of Special Education Research, 2024) Kinyua, Miriam; Muthee, Jessina; Karia, Mathew
    This study aimed to establish the relationship between reading comprehension ability and reading performance in the English language among grade four learners with dyslexia in Nairobi and Kiambu counties. This study was guided by Gough and Tunmer’s Simple View of Reading and Chall’s Stagesof Reading Development theories. The study adopted a correlational research design to determine the type of relationships between predictor and outcome variables. The study targeted 1,040 grade four learners with dyslexia in public primary schools. The researcher used purposive sampling in the selection of 32 special needs teachers and simple random sampling to select 166 learners with dyslexia,translating to a total of 198 respondents. Dyslexia Screen Test Junior (DST-J), document review, classroom observation schedule, interview schedule for teachers, and two comprehension tests were employed by the researcher in data collection. Furthermore, the researcher conducted a pilot study in two special units in two public primary schools,one in Nairobi County and the other in Kiambu County. The reliability of the research instruments was established using the test-retest method,resulting in a 0.82 Cronbach Alpha Coefficient. Data was collected from Special needs teachers of English, Grade four learners with dyslexia, and by reviewing relevant academic documents. Coding and analysis of the quantitative data collected was done using SPSS version 21.0. To help determine the relationship between the independent and dependent variables, the researcher used Pearson's' correlation coefficient and ANOVA statistical tests. The findings revealed a significant correlation coefficient (r=0.355*), with a significance level of 0.000. These findings suggested a clear relationship between reading comprehension ability levels and English performance among grade four learners with dyslexia. Notably, the study observed a trend wherein an increased risk of dyslexia corresponded to decreased levels of reading comprehension ability, emphasizing the impact of dyslexia on reading proficiency in English. The study concluded that there was a significant relationship between reading comprehension ability level and reading performance in the English language among grade four learners with Dyslexia in Nairobi and Kiambu counties, Kenya. The study recommended that the MoE should provide comprehensive training programs for teachers to enhance their understanding of dyslexia and effective instructional strategies tailored to the needs of learners with dyslexia. This training should focus on structured literacy approaches, multisensory teaching methods, and accommodations specific to students with dyslexia. Moreover, teachers should develop and implement individualized education plans for students with dyslexia, outlining specific interventions, accommodations, and goals to support their reading development.