Ooko Pamela A, Aloka Peter J O
Faculty of Education, Teachers Service Commission of Kenya, Mombasa, Kenya.
Division of Studies in Education, Wits School of Education, University of the Witwatersrand, Johannesburg, South Africa.
Afr J Disabil. 2021 Jan 29;10:707. doi: 10.4102/ajod.v10i0.707. eCollection 2021.
Dyslexic learners have difficulties in accurate and fluent word recognition and poor spelling and decoding abilities.
The present study investigated the use of selected behaviour modification practices to enhance reinforcement of reading abilities amongst dyslexic learners in primary schools in Kenya.
The Solomon four research design was adopted. A sample size of 229 dyslexic learners in four selected schools was obtained using purposive sampling technique. The tools used were the Bangor Dyslexia Test and a short reading comprehension test. Internal validity of the constructs was tested using the Kaiser-Meyer-Oklin measure of sampling adequacy (KMO Index) and the Bartlett's test of sphericity. The reliability of the questionnaires was ascertained using Cronbach's alpha and internal consistencies of 0.673-0.807 were reported.
The findings reported a statistical significant difference between pre-test and post-test scores of the experiment group 1, (48) = -15.059, < 0.01, implying that a significant effect was found in the use of behaviour modification strategies in improving learner English language reading skills. The regression model explained 54.7% ( = 0.547) of the variability in the level of English language reading abilities amongst primary school learners with dyslexia.
The study concludes that coaching behaviour modification practice had the highest influence on English language reading abilities as compared to prompting, shaping and modelling practices. The study recommended training of teachers on the use of behaviour modification practices to improve dyslexic learners' reading ability.
诵读困难的学习者在准确、流畅地识别单词以及拼写和译码能力方面存在困难。
本研究调查了采用特定行为修正方法来加强肯尼亚小学诵读困难学习者的阅读能力强化情况。
采用所罗门四组研究设计。使用立意抽样技术从四所选定学校抽取了229名诵读困难学习者作为样本。所使用的工具为班戈诵读困难测试和一份简短的阅读理解测试。使用凯泽-迈耶-奥尔金抽样适当性度量（KMO指数）和巴特利特球形度检验来测试结构的内部效度。使用克朗巴哈系数确定问卷的信度，报告的内部一致性为0.673 - 0.807。
研究结果显示，实验组1的前测和后测分数之间存在统计学显著差异，(48) = -15.059， < 0.01，这意味着在使用行为修正策略提高学习者英语阅读技能方面发现了显著效果。回归模型解释了小学诵读困难学习者英语阅读能力水平变异性的54.7%（ = 0.547）。
该研究得出结论，与提示、塑造和示范方法相比，辅导行为修正方法对英语阅读能力的影响最大。该研究建议对教师进行关于使用行为修正方法以提高诵读困难学习者阅读能力的培训。
