Evaluation of the Extent to Which Dyslexia Affects Reading Comprehension and Spelling Among Kenya Primary School Learners

Abstract

Dyslexic children are unable to read at the same level compared to their peers. Little has been done regarding the cumulative effect of dyslexia on reading comprehension or spelling. The purpose of this study was to determine the impact of dyslexia on reading comprehension and spelling scores. The objectives of the study were: To determine performance of dyslexic learners in spelling, word reading, and sentence comprehension. To determine time spent on sentence comprehension by dyslexic learners. To determine the reading comprehension and spelling strategies used by dyslexic learners.A mixed research approach was deployed where both qualitative and quantitative methods were used. The quantitative sample included ten dyslexic learners and nine non-dyslexic learners at a primary school in Kitengela, Kenya while the qualitative sample involved four teachers working with dyslexic students in inclusive settings. Quantitative data was analysed using descriptive and F statistics while qualitative information used content analysis. The findings indicate that there is an observable gap in spelling, word reading and reading comprehension performance between dyslexic and non-dyslexic learners especially as they advance across the earlier grades. Word reading had the widest performance gap of 5.15 points observed while the teachers perceived a grade gap of an average of 7. This is against the expected grade gap of one year and a performance gap of not more than 3 points whose effects are not considered significant enough to affect achievement on reading, reading comprehension and spelling. Dyslexic learners spend more time reading words than deciphering them therefore affecting their reading comprehension ability. The quantitative data from learners and feedback from teachers showed that differences in performance on the different tasks was quite significant and if not urgently reversed would be detrimental to the success of dyslexic learners across the curriculum. The most effective teaching strategies reported included differentiation of content, process and product, extra time, intensive phonics training, breaking down words using suffixes and prefixes among others. It is recommended that early intervention strategies such as early identification, providing dyslexia friendly reading and writing resources, pre-teaching keywords, using multisensory teaching approaches and enlisting parents' support should be put in place to aid the dyslexic learners improve their performance. Most focus by teachers of dyslexic learners in inclusive settings or small groups should be put on reading comprehension, where the learners performed worst, through regular reading drills, retelling the story, quick fire comprehension questions, sequencing and main idea activities carried out during intensive, guided reading sessions. Learners should be encouraged to engage with the reading materials using metacognition strategies such as the 5Ws, using graphic organisers and mind maps with the teacher or parent regularly checking for understanding and asking readers to predict the next event in the story. Suggestions for further research include studying effects of dyslexia on other subjects, longitudinal studies on lifelong effects of early interventions, the role of technology in enhancing dyslexia interventions and inclusion of other stakeholders such as parents and the community.