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Psychosocial factors as correlates of reading achievement of students with hearing impairment in Ibadan, Oyo State, Nigeria
Published 2020-06Subjects: “…Reading Achievement Self-concept…”
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Page will reload when a filter is selected or excluded.- Learning disabilities 6 results 6
- Reading comprehension 5 results 5
- Reading culture 4 results 4
- Reading disabilities 4 results 4
- Achievement 3 results 3
- Nigeria 3 results 3
- Reading 3 results 3
- Reading Habits 3 results 3
- Reading habit 3 results 3
- Students with learning disabilities 3 results 3
- Comprehensive reading instruction 2 results 2
- Despite the critical role of good reading skills in the lives of all individuals, students with learning and specific reading disabilities often manifest deficits in the acquisition and use of diverse reading skills that are unexpected in relation to their age, cognitive ability, quantity and quality of instruction and intervention. This is particularly worrisome as these reading problems often go unnoticed during the primary school years. Once these students get to secondary school, their reading disabilities become more pronounced and its consequences further apparent to teachers and parents. Based on this problem, this paper discussed the need- for a comprehensive reading instruction for students with reading disabilities, the components of a comprehensive reading instruction and guidelines for a comprehensive reading instruction. Thus, it was concluded that no component of the reading skill should be downplayed. Moreover, this paper recommended among other things that teachers of students with learning and reading disabilities should conduct ongoing assessments to determine the actual nature of individual student reading disabilities. Thereafter, teachers of students with learning and reading disabilities should proceed with delivery of a balanced and comprehensive reading instruction that is guided by scientifically evidence-based procedures as discussed in this paper. 2 results 2
- Gender 2 results 2
- Inclusive education classroom 2 results 2
- Reading Comprehension 2 results 2
- Reading habits 2 results 2
- Socio-economic status 2 results 2
- Subject mastery 2 results 2
- Teacher competences 2 results 2
- Teaching methods and obligations 2 results 2
- This study investigated the relationship between teacher competences (subject mastery, teaching methodology and compliance with teaching obligations) and reading comprehension achievement of students with learning disabilities in Ibadan North Local Government Area of Oyo State, Nigeria. The study adopted a survey design. Thirty (30) Senior Secondary Class 2 students, from six schools identified as having learning disabilities in reading comprehension participated in the study. Four instruments were used in the study. These were the Learning Disability Evaluation Scale Renormed, Second Edition (LDES-R2) for screening students for learning disabilities (r =0.75), the Reading Comprehension Test (RCT) (r = 0.81), Teachers’ Competence and Performance Questionnaire (TCPQ) (r= 0.85) and the Achievement Test in Reading Comprehension (ATRC) (r = 0.70). Data collected were analyzed using the Pearson’s product moment correlation and multiple regression analysis. Two research questions and three hypotheses generated were tested at 0.05 level of significance. The results revealed that there is a significant joint relationship between reading comprehension achievement of students with learning disabilities and teacher competences in terms of teacher mastery of subject matter, teaching methodology used by teachers and compliance with teaching obligations by teachers of students with learning disabilities. When the independent variables were considered as individual variables, subject mastery (β = .353, P <.05), made the most contribution to the dependent variable, followed by teacher compliance with teaching obligations (β = .244, P>.05), and then teaching methodology (β =.236, P>.05). On the basis of these findings, recommendations were made which included that teachers of students with learning disabilities should have: adequate mastery of subject matter and up to date lesson plans. They should use a variety of appropriate teaching methods and always identify with professionals bodies in the field of special needs education as they comply with teaching obligations. 2 results 2
- University of Ibadan 2 results 2
- A cultivated reading habit is crucial in education because it is the vehicle that drives and enhances learning in any field. One thousand students who were randomly selected from twenty senior secondary schools in Lagos city constituted the sample for the study. The study revealed that 60% of the respondents’ considerable part of their time watching European football matches on the television instead of reading their textbooks. The study also revealed that 80% of the students spend their prime time watching home videos on African Magic or Nollywood as against reading their textbooks. The study further shows that most of the students pay more attention to modem technologies like cell phones, social media and computer games. Furthermore, the finding of the study shows that reading activities are not encouraged in most of the sample schools. Therefore, the study recommends that stakeholders in education should set up a monitoring team to go round schools to monitor study habits of students. Also, parents should be encouraged to monitor their children reading habits at home. The study also recommends that functional libraries should be developed and equipped in secondary schools to encourage reading among senior secondary school students in Lagos State. In addition, awards should be given to students who are found to have developed meaningful reading habit. 1 results 1
- Academic Success 1 results 1
- Academic performance 1 results 1
- Achievement in English language comprehension 1 results 1
- Achievement in Yoruba reading comprehension 1 results 1
- Adolescence 1 results 1
- Adolescence is a distinct stage of life that has attracted the attention of researchers globally. In 1904, Hall presented the idea of adolescence as a period of storm and stress. Sequel to this idea, increased empirical data caused this notion to stagger. However, the internalizing and extemalizing problem behaviours of adolescence indicate that this idea cannot just be discarded in the tight of modem psychology. Stress, which is the physical, mental and emotional human response to a particular stimulus, can arise In adolescents with reading disabilities as a result of hormonal changes of adolescence and the increased demands of school. Stress can actually exacerbate signs of learning disabilities that adolescents were able to manage or mask when they were younger. Some adolescents encounter problems with decoding, fluency and comprehension. Others may exhibit motivational issues, behaviour concerns and self-concept problems that may result in dropping out of school. This present paper therefore recognized and described the storm and stress of adolescents with reading disabilities. Teaching and parental role implications of the present concept were discussed. In the same vein, strategies for fostering reading skills of adolescents with reading disabilities at word recognition level, language comprehension and the use of self-regulatory and executive processes were discussed. Above all, it was emphasized that for adolescents with reading disabilities to become competent readers, teachers should provide a balanced reading instruction by ensuring that instruction is explicit, scaffolded and sequenced. Parents should support, encourage and assist adolescents' reading development by acting as teachers, showing parental love and care, encouraging uptake of challenges and participating in in-school programmes 1 results 1
- Adult learners 1 results 1
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