Gender Dynamics in Mnemonic instruction: Enhancing Reading Skills Among Grade Three Learners with Dyslexia through Mnemonic Instruction in Mpumalanga Public Schools, South Africa
Two theories were applied: the information processing and Skinner’s reinforcement theory. A method for estimating causal links without random assignment was employed. There were two institutions: an experimental one and a normal one. Using judicious sampling methods, 43 participants from the two chosen schools were included in the study. The questionnaires were completed by 23 parents from the intervention school. Information was gathered using the Bangor Dyslexia Test (BDT), pre- and post-tests, and a literacy assessment exam. There was a statistically significant difference between the reading scores of boys and girls with dyslexia, according to the results of the independent samples t-test. When examining reading skill alone as a component of reading ability, female students’ results (M=26.7; SD=7.7) were significantly higher than those of male students (M=13.0; SD=6.7), t (21) = 4.563, p =.000
Effectiveness of Mnemonic Instruction in Enhancing of Reading Ability Among Grade Three Learners with Dyslexia in one Primary School in South Africa
This study examined the effectiveness of the mnemonic instruction in enhancing reading abilities among grade three learners with dyslexia in two public primary schools in Mpumalanga, South Africa. The Skinner’s reinforcement and the Information Processing theories were employed. A quasi-experimental design with one control group and one experimental group was used. Two schools, one was an intervention and was control one. A sample size of 43 learners was obtained in the two selected schools using purposive sampling technique. 23 parents (from the intervention school) participated in the questionnaires. The tools used were the Bangor Dyslexia Test, pre- and post- tests, and a reading comprehension test. The results revealed that there was a statically significant difference between pre-test and post-test scores for the experimental group, t (22) = -10.753; p <.001, suggesting that mnemonic instruction is highly effective in enhancing reading abilities among primary school learners with dyslexia. The study recommends 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.