EFFECTS OF TASK ANALYSIS METHOD ON SIGHT WORD RECOGNITION SKILL OF STUDENTS WITH READING DISABILITIES IN JUNIOR SECONDARY SCHOOLS IN AZARE, BAUCHI STATE

Abstract

This study was carried out to examine the effects of task Analysis Method (TAM) on sight word recognition skill of students with reading disabilities in Junior Secondary Schools (JSS) in Azare Bauchi state, Nigeria. One research question and one hypothesis guided the conduct of the study. The study was a six-weeks experimental research which utilized true experimental design with randomized pretest-posttest control group. The total population for the study was 125 students with reading disabilities from Junior Secondary Schools One (JSS 1) in Azare town. Disproportionate stratified sampling technique was used to get a sample of 32 participants (16 males and 16 boys), out of the 45 students with reading disabilities in one school. The 32 students were then randomly assigned into experimental and control groups following lottery method. Two instruments for data collection were used. The data collected was analyzed using descriptive and inferential statistics. The study found that intervention using TAM was effective on the improvement of participants’ poor sight word recognition skill in favour of the experimental group. It was recommended that TAM should be adopted for intervening poor sight word recognition skill of students with reading disabilities in Junior Secondary Schools among others.