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Effectiveness of Mnemonic Instruction in Enhancing of Reading Ability Among Grade Three Learners with Dyslexia in Two Primary Schools in South Africa

Author

Listed:
  • Lilian Zindoga
  • Peter JO Aloka

Abstract

The current study assessed the efficacy of the mnemonic instruction (MI) in enhancing reading abilities among grade three learners with reading disability in two government schools (grade R to 7) in Mpumalanga, South Africa. Skinner’s reinforcement and the Information Processing theories were employed. A research method used to estimate causal relationships without random assignment was used. One of the two schools was an intervention and the other one was a control one. 43 participants were included in the study from the two selected schools using purposive sampling technique. 23 parents (from the intervention school) participated in the questionnaires. The Bangor Dyslexia Test (BDT), pre- and post- tests, and a reading comprehension test were the tools used to collect data. The results revealed that there were statically substantial differences between the assessment scores administered before and after treatment for the experimental group, t (22) = -10.753; p <.001, suggesting that mnemonic instruction is highly effective in enhancing reading abilities among primary school LWD. This investigation advocates that the Department of Basic Education should revise the policy that reading is tested from grade one, instead of from grade three, that those who are not able to read do not proceed until and unless they are able to read, and to train teachers on how to use various approaches to enhance reading abilities, including mnemonic techniques.

Suggested Citation

  • Lilian Zindoga & Peter JO Aloka, 2024. "Effectiveness of Mnemonic Instruction in Enhancing of Reading Ability Among Grade Three Learners with Dyslexia in Two Primary Schools in South Africa," Academicus International Scientific Journal, Entrepreneurship Training Center Albania, issue 29, pages 157-173, January.
    • Handle: RePEc:etc:journl:y:2024:i:29:p:157-173
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    References listed on IDEAS

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    1. Narbis Ballhysa & Marita Flagler, 2011. "A Teachers� Perspective of Inclusive Education for Students With Special Needs in a Model Demonstration Project," Academicus International Scientific Journal, Entrepreneurship Training Center Albania, issue 3, pages 121-133, January.
    2. Miyuki Iwahori & Chiaki Oshiyama & Hideo Matsuzaki, 2022. "A quasi-experimental controlled study of a school-based mental health programme to improve the self-esteem of primary school children," Palgrave Communications, Palgrave Macmillan, vol. 9(1), pages 1-10, December.
    3. Lucian-Ionel Cioca & Raluca Andreea Nerișanu, 2020. "Enhancing Creativity: Using Visual Mnemonic Devices in the Teaching Process in Order to Develop Creativity in Students," Sustainability, MDPI, vol. 12(5), pages 1-11, March.
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