EFFECT OF TWO INSTRUCTIONAL STRATEGIES ON SPELLING PERFORMANCE OF PUPILS WITH LEARNING DISABILITIES IN IBADAN, NIGERIA

Authors : Kelechi Uchemadu LAZARUS, Oloyede Ojo AUDU

Pages : 15-24

Doi:10.55020/iojpe.1274830

View : 11 | Download : 4

Publication Date : 2023-03-31

Article Type : Research Paper

Abstract :Spelling is a crucial skill for academic success however many pupils with learning disabilities lag behind in academic tasks because of poor spelling skills and its accompanying negative effects. Past studies on pupils with learning disabilities focused more on reading than on spelling skills. Thus, the objective of the study was to examine the core effects of visual imagery and cloze spelling instructional strategies on pupils with learning disabilities’ performance in spelling. The pretest-posttest control group quasi-experimental design of 3 x 2 factorial matrix was adopted. Sixty pupils with learning disabilities insert ignore into journalissuearticles values(Male = 38, Female = 22, Mean age = 9.35); from three government-run primary schools were chosen using purposive sampling. Three instruments used were Pupil Rating Scale insert ignore into journalissuearticles values(Revised); insert ignore into journalissuearticles values(r = .76);, Right Word Recognition insert ignore into journalissuearticles values(r = .91); and Pupils’ Note Books on Dictated Words. Data were analysed using both descriptive and inferential statistics. The results showed that the core effect of treatment on the performance in spelling of pupils who experience disabilities in learning was significant F¬insert ignore into journalissuearticles values(3,56); = 2.085. p<.05, η2 = .418);, but gender had no significant core effect. Therefore, teachers should employ the visual imagery and cloze spelling instructional strategies while teaching spelling to pupils with learning disabilities.
Keywords : Pupils with learning disabilities, visual imagery, cloze spelling strategy, gender, spelling skill