EFFECTS OF AUDIBLOX PROGRAMME ON SPELLING ABILITY OF PUPILS WITH READING DIFFICULTIES IN PANKSHIN LOCAL GOVERNMENT AREA, NIGERIA
Abstract
This study investigated Effects of Audiblox Programme on Spelling Ability of Pupils with Reading Difficulties. The specific objective of this study is to: find out the effect of Audiblox Programme on spelling ability of pupils with reading difficulties; using pretest-posttest design type of quasi-experimental research, the outcome of interest was measured two times from experimental and control groups. The population in the study area is seventy-two (72). The sample size was forty-seven (47). Teacher Made Spelling Abilities Test (TMSAT)is the instrument used to obtain data in this research. To test the hypothesis at 0.05 level of significance, Analysis of Covariance (ANCOVA) was employed. The results revealed that Audiblox Programme changed the spelling ability of pupils with reading difficulties to a high level. This study recommended that Federal Government should partner with professionals such as Reading Association of Nigeria and Rehabilitation Scientists of Nigeria, who shall provide trainings, guidance and counselling to teachers on reading skills.
Keywords
Full Text:
PDFReferences
Andzayi, C. &Umolu, J. (2004). Reading and reading instruction in primary and
secondary schools. Jos: Department of Special Education; University of Jos.
Awotunde, P. O. &Ugodulunwa, C.A. (2004). Research methods in education. Jos: Fab Anieh.
Deshi, F. M. (2018). Effects of comprehension habits strategy on struggling readers’
acquisition of literacy skills, in primary 4 in Kanke local government area of Plateau state. M.Ed. Thesis submitted to University of Jos.
Dogo D.S. & Philemon D.R. (2017). Effects of sight words technique on poor spellers’
performance of primary two pupils in demonstration primary school in Azare, Bauchi
State, Nigeria in I.S. Elemukan (ed.). The exceptional child. The journal of the
national association for exceptional children. 19(1).
Doktorska, D. (2015). Reading difficulties in English as a foreign language. Retrieved on the 13th July, 2019. From http://www.zuov.gov.rs/dokumenta/CRPU/Osnovne.pdf
Eshiet, O. I. (2014). Synthetic phonics as a tool for improving the reading skills of Nigerian
pupils. Thesis Submitted for the Degree of Doctor of Philosophy in Education and
Applied Linguistics. Faculty of Humanities and Social Sciences School of Education,
Communication and Language Sciences. Newcastle University.
Jimenez, J., Siegel, L. & Lopez, M. (2003). The relationship between IQ and reading
disabilities in English-speaking Canadian and Spanish children. Journal of learning
disabilities, 36(1), 15-23.
Longpoe, P. K. (2018). Influence of reciprocal teaching method (RTM) on reading
comprehension skills of students with reading difficulties in Jos metropolis, Plateau
State. In I.S. Elemukan (ed). The exceptional child. Thejournal of the national
association for exceptional children. 19(1) 40 - 51.
Murray, B. (2003). How to study spelling words: the reading genie. Retrieved May 8, 2021,
from http://www.auburn.edu/~murraba/spelling.html.
Murray, B. and Anna (n.d.). Developing reading fluency: the reading genie. Retrieved May 8,
, from http://www.auburn.edu/~murraba/spelling.html.
Orton, G. (1976). Methods of dealing with special reading problems. USA: Houghton Mifflin
Company.
Otana, A. O. (2018). Self-assessment and self-satisfaction in audiology and comprehension. An oral discussion on pertinent issues on investigations in audiology. 28th July.
Rupke, S.J., Blecke, D. &Renfrow, M. (2006). Cognitive therapy for depression. American Family Physician. http://www.aafp.org/afp/20060101/83.htmlRetrieved on the 6th June, 2018.
Shepherd, S. (2013). Does intensive synthetic phonics instruction improve the literacy skills
of primary one children in Cross River state? M. Ed. Project submitted to the
Department of Education and International Development, University of Calabar,
Nigeria.
Stage, S., Abbott. R., Jenkins, J., &Berninger, V. (2003). Predicting response to early
reading intervention from verbal IQ, reading-related language abilities, attention
ratings, and verbal IQ-word reading discrepancy: Failure to validate discrepancy
method. Journal of Learning Disabilities, 36(1), 24-33.
Strydom, J. (2008). Audiblox manual. Pretoria: Remedium and Co.
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 Margaret Nakom Jatau, Prof. Sr. Juliana Rotkangmwa Bodang, Prof. Isuwa Jikukka Jurmang
ISSN (PRINT): 2734 - 2522
ISSN (ONLINE): 2734 - 2514
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.