EFFECTS OF REPEATED READING STRATEGY ON THE WORD RECOGNITION SKILL OF PRIMARY SCHOOL PUPILS WITH READING DISABILITIES IN ABUJA, NIGERIA

Abstract

The study investigated the effects of repeated reading strategy on the word recognition skill of primary school pupils with reading disabilities in Abuja, Nigeria. The objective of the study was to find the effects of repeated reading strategy on the word recognition skill. The study was guided by two research questions and two hypotheses tested at 0.05 level of significance. The study adopted the experimental research. Specifically, the pretest-posttest control group design was applied. Population of the study was 118 primary four pupils diagnosed with reading disabilities in the specific area of word recognition in five public primary schools in Gwagwalada that were identified using teachers referral and screened using Umolu Informal Reading Inventory. L.E.A Primary School, Gwagwalada was randomly picked for the study. Samples for the study comprised all the 25 pupils identified as having reading disabilities in L.E.A Primary School, Gwagwalada. These pupils were randomly assigned to experimental and control groups. The study used 100 High Frequency Words for Nigerian Children and Umolu Informal Reading Inventory as instruments for data collection. The validity and reliability of these instruments were ascertained. The data collected were analysed using descriptive statistics comprising percentage and mean scores to answer the research questions, and inferential statistics that involve t-Test dependent samples and t-Test independent samples that tested the hypotheses. The major findings of the study showed that repeated reading strategy improved word recognition skill of pupils with reading disabilities. Finally, the study recommended that repeated reading strategy should be used in remediation of word recognition problem.