Influence of Teaching Strategies on Reading Comprehension of Learners with Learning Disabilities in Selected Public Primary Schools in Kyuso Sub-County, Kenya.
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Date
2024-06
Authors
Wakati, Purity Kebebe
Muthee, Jessina
Abuom, Tom
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Abstract
This study evaluated the influence of teaching strategies on reading comprehension of learners with learning
disabilities in selected public primary schools in Kyuso Sub-County, Kenya. The choice of this locality was
based on the fact that it is home to most learners with learning disabilities in the entire County and the
performance of these learners in reading comprehension has continuously been poor. The study area also
has a mixed demography with some public primary schools located in wealthy areas while majority are in
poor areas. The study was guided by Bandura’s Social Learning Theory as advanced in 1977. The study
employed quasi-experimental study design. The target population for this study was 420 consisting of 20
class five teachers and 400 class five learners with learning disabilities within the available 20 public
primary schools in Kitui County Kenya. Purposive and simple random sampling techniques were used to
select the respondents. Primary data was collected by use of structured questionnaires. Data was grouped,
coded, cleaned and analyzed descriptively using SPSS version 21.0 to generate frequencies and percentages.
The collected data were presented in tables created with SPSS and figures created
with Microsoft Excel 2010. The study found that common teaching strategies had a negative effect on
reading comprehension test scores of students with learning disabilities, while learners-centered strategies
improved these learners test scores in reading comprehension. The study therefore concluded that learners
with learning disabilities underperformed in reading comprehension due to the use of traditional teaching
strategies which are teacher centered. The study recommends that learners-centered instructional methods be
employed to improve reading comprehension among learners in Kyuso Sub-County in selected public
primary schools.
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Keywords
reading comprehension, learning disabilities, Public primary school, strategies, teaching strategies, assessment and academic achievement