Enhancing Mathematics Learning for Dyslexic Pupils: The Role of Primary School Mathematics Teachers in Early Identification and Instructional Intervention in Kogi State

This study investigated the role of primary school mathematics teachers in enhancing mathematics learning among pupils with dyslexia through early identification and instructional intervention in Kogi State, Nigeria. Specifically, the study examined teachers' awareness of dyslexia, early identification practices, instructional intervention strategies, and challenges encountered in supporting pupils with dyslexia. The study was anchored on Vygotsky's Social Constructivist Theory and Tomlinson's Differentiated Instruction Theory, which emphasize learner-centred instruction, scaffolding, and adapting teaching to learners' diverse needs. A descriptive survey research design was adopted. The target population comprised 2,884 public primary school mathematics teachers across the 21 Local Government Areas of Kogi State. Using the Krejcie and Morgan (1970) sample size table, 338 teachers were selected through multistage sampling, while 330 valid questionnaires were analysed. Data were collected using the Mathematics Teachers' Dyslexia Awareness and Instructional Intervention Questionnaire (MTDAIIQ), which yielded a Cronbach's Alpha reliability coefficient of 0.85. Mean and standard deviation answered the research questions, while Pearson Product Moment Correlation and the independent-samples t-test tested the hypotheses at the 0.05 level of significance. The findings revealed that teachers had moderate awareness of dyslexia and early identification practices but limited knowledge of its characteristics. They employed differentiated instructional strategies, although inadequate training, limited resources, and institutional support constrained effective practice. Significant relationships existed between early identification and instructional intervention and between teachers' challenges and instructional effectiveness, while no significant gender difference was found. The study implies that strengthening teachers' professional capacity, improving resource provision, and fully implementing inclusive education policies will enhance mathematics learning outcomes for pupils with dyslexia in Kogi State.