Reading Comprehension Ability Levels of Fourth Grade Learners With Dyslexia in Nairobi and Kiambu Counties, Kenya
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Date
2024
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European Journal of Special Education Research
Abstract
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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Citation
Kinyua, M., Muthee, J., & Karia, M. (2024). READING COMPREHENSION ABILITY LEVELS OF FOURTH GRADE LEARNERS WITH DYSLEXIA IN NAIROBI AND KIAMBU COUNTIES, KENYA. European Journal of Special Education Research, 10(6).