Effects of Graphic Organizers on Reading Comprehension of Pupils With Dyslexia in Primary Schools in Owerri, Imo State Nigeria

Uche Eunice Opara, Charles Ngozi Ugwuegbulam, Ngozi Joy Maduka, Onyinye Justina Eluchie

Abstract


Dyslexia is a specific learning disability that is characterized by difficulties with accurate and/or fluent word recognition, by poor spelling and decoding abilities. A good number of pupils experience it. Therefore, intervention strategies are needed to ameliorate these challenges because of its effect on learners and their learning. This study examined the effects of graphic organizers on reading comprehension of pupils with dyslexia in primary schools in Owerri North Local Government Area of Imo State, Nigeria. Participants were 80 pupils with dyslexia selected through convenience sampling. Pretest-posttest quasi-experimental design was used for the study. Three hypothesis were tested using Analysis of Covariance (ANCOVA) and Multiple Classification Analysis (MCA). Results of data analysis shows that graphic organizer had significant main difference on reading comprehension of the participants (F-ratio = 85.329; p<.05) while gender had no significant main effect on reading comprehension of the participants (F-ratio = .344, p<.05). Significant interaction effect of graphic organizer on reading comprehension of the participants was also found (F-ratio = .305, p<.05). The need for workshop on the use of graphic organizer for teaching reading comprehension to pupils with dyslexia and the need to ensure gender balance should be considered while grouping pupils with dyslexia for graphic organizer were advocated.


Keywords


Dyslexia; Reading comprehension; Graphic organizers; Pupils schools

Full Text:

PDF

References


Adetoun, O. A., Oladele, A. A. O., & Oladele, I. T. (2016). Effectiveness of Collaborative Strategic Reading and Whole Language Approach on Reading Comprehension Performance of Children with Learning Disabilities in Oyo State, Nigeria. The Gruter, DOI: 10.1515/llce-2016-0001.

Bromley, K., Irwin-DeVitis, & Modlo, M. (1995). Graphic Organizers. New York: Scholastic Professional Books.

Ciascai, L. (2009). Using Graphic Organizers in Intercultural Education. Acta Didactica Nepocensia, 2(1), 9-18.

Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2019). Learning Disabilities: From Identification to Intervention (2nd ed.). New York, NY: Guilford.

Hibbard, K. M., & Wagner, E. A. (2003). Assessing and Teaching Reading Comprehension and Writing K-3 (Vol. 2). New York: Eye on Education.

Ikechukwu, R. U., Onwuka, L. N., & Ugwude, D. I. U. (2020). Role of Instructional Materials in Improving Pupils with Dyslexia in Public Primary Schools Ekwusigo LGA of Anambra State. Journal of Early Childhood and Prmary Education, 2(2). Retrieved from: https://journals.unizik.edu.ng/index.php/jecape

Jiang, X. (2012). Effects of Discourse Structure Graphic Organizer on EFL Reading Comprehension. Reading in a Foreign Language, 24(1), 84-105.

Jingau, A.A., & Iroham, N. S. (2015). An Empirical Overview of the Practicability of Inclusive Education in Kano State. National Journal of Inclusive Education, 3(1), 147-155.

Keene, E. O., & Zimermann, S. (1997). Mosaic of Thought: Teaching Comprehension in a Reader’s Workshop. New York: Heinemann.

Miciak, J., & Fletcher, J. M. (2020). The Critical Role of Instructional Response for Identifying Dyslexia and Other Learning Disabilities. Journal of Learning Disabilities. Advance online publication. Retrieved from https://doi.org/10.1177/00222 19420 906801

Olson, R. K., Keenan, J. M., Byrne, B., & Samuelsson, S. (2019). Etiology of Developmental Dyslexia. In L. Verhoeven, C. Perfetti, & K. Pugh (Eds.), Developmental Dyslexia Across Languages and Writing Systems (pp. 391-412). Cambridge, UK: Cambridge University Press.

Pennington, B. F., McGrath, L. M., & Peterson, R. L. (2019). Diagnosing Learning Disorders: From Science to Practice. New York, NY: Guilford.

Peterson, R. L. (2015). Developmental Dyslexia. Annual Review of Clinical Psychology, 11, 283-307. Retrieved from https://doi.org/10.1146/annur ev-clinp sy-032814-112842

Petrill, S. A., Hart, S. A., Harlaar, N., Logan, J., Justice, L. M., Schatschneider, C., & Cutting, L. (2010). Genetic and Environmental Influences on the Growth of Early Reading Skills. The Journal of Child Psychology and Psychiatry, 51(6), 660-667. https://doi.org/10

Protopapas, A., & Parrila, R. (2018). Is Dyslexia a Brain Disorder? Brain Sciences, 8, Article 61. https://doi.org/10.3390/brain sci80 40061

Sand, L. A., & Bolger, D. J. (2019). The Neurobiological Strands of Developmental Dyslexia: What We Know and What We Don’t Know. In D.A. Kilpatrick, R.M. Joshi, & R.K. Wagner (Eds.), Reading Development and Difficulties (pp. 233-270). Cham, Switzerland: Springer.

Slavin, R. E. (2011). Educational Psychology: Theory and Practice. NY: Pearson.

Wang, Y., Liu, H., & Xu, N. (2019). Lessons to Be Learned: How a Comprehensive Neurobiological Framework of Atypical Reading Development Can Inform Educational Practice. Current Opinion in Behavioral Sciences, 10, 45-58.




DOI: http://dx.doi.org/10.3968/13099

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Higher Education of Social Science

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Share us to:   

Reminder

  • How to do online submission to another Journal?
  • If you have already registered in Journal A, then how can you submit another article to Journal B? It takes two steps to make it happen:

1. Register yourself in Journal B as an Author

  • Find the journal you want to submit to in CATEGORIES, click on “VIEW JOURNAL”, “Online Submissions”, “GO TO LOGIN” and “Edit My Profile”. Check “Author” on the “Edit Profile” page, then “Save”.

2. Submission

  • Go to “User Home”, and click on “Author” under the name of Journal B. You may start a New Submission by clicking on “CLICK HERE”.


We only use three mailboxes as follows to deal with issues about paper acceptance, payment and submission of electronic versions of our journals to databases:
[email protected]; [email protected]; [email protected]

 Articles published in Higher Education of Social Science are licensed under Creative Commons Attribution 4.0 (CC-BY).

HIGHER EDUCATION OF SOCIAL SCIENCE Editorial Office

Address: 1055 Rue Lucien-L'Allier, Unit #772, Montreal, QC H3G 3C4, Canada.
Telephone: 1-514-558 6138 
Website: Http://www.cscanada.net Http://www.cscanada.org 
E-mail: [email protected]; [email protected]

Copyright © 2010 Canadian Research & Development Center of Sciences and Cultures