Reading is a fundamental skill required for effective participation in academic tasks. This research investigated the significant main effects of Phonics and Neurological Impress Instructional Methods on the reading skills of pupils with learning disabilities. A quasi-experimental pretest-posttest control group design, a 3x2factorial matrix was used. Purposive sampling was used to select forty-five students with learning disabilities (N=45, M=22, F=23, Mean age = 9.3) from three government-owned primary schools. Six instruments were used: Pupils rating scale (revised (r = 0.75), Picture Vocabulary Test (r = 0.75), PALS-Prek (r = 0.82), Informal Reading Inventory (r = 0.70), and Umolu’s One Hundred High Frequency Words (r = 0.85). The data collected were analysed using Analysis of Covariance (ANCOVA) and an Estimated Marginal Mean Score of 0.05 level of significance. The findings revealed that treatment had a significant main effect on the reading skills of students with learning disabilities (F (2, 42) = 43.178, p<.05, η2=.762), but gender had no significant main effect. It is recommended that in teaching of pupils with learning disabilities reading skills should adopt Phonics and Neurological Impress Instructional Methods.
Udeme Samuel Jacob, University of Johannesburg, South Africa
Kelechi Lazarus, University of Ibadan, Nigeria
Jace Pillay, University of Johannesburg, South Africa
Hammed Gbenga, University of Ibadan, Nigeria