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
Bibliographic record
Abstract
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 Stages of 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 wih 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.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0724/a.php" alt="Hit counter" /></p>
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".