THE EFFECT OF MULTISENSORY TECHNIQUE ON THE READING PERFORMANCE OF CHILDREN WITH DYSLEXIA.

ABSTRACT

This study investigated the effect of multisensory technique on reading performance of children with dyslexia. A total of ninety-nine (99) participants comprising of fifty-three (53) dyslexic participants and forty-six (46) normal participants. The study employed a within subject or repeated measure design as participants served as their own control. A pretest and post-test was given to participants. The instrument used in the study for the collection of data was phonological task on spelling and comprehension. Instructional materials used in the intervention were plasticine, story book, flash cards, flip chart and audio-visual compact disc (CD) on phonics. Paired sample t-test and independent t-test were used to test the following hypotheses: 1. Multisensory technique will have a significant effect on the performance of children with dyslexia. 2. Normal participants will perform significantly higher than dyslexic participants. 3. Dyslexic males will score significantly higher than dyslexic females. Results of hypothesis one indicated that there was no significant effect of multisensory technique on performance of dyslexic participants as seen in the pretest and post-test score [t=.79, p>05, df=52]. Normal participants performed lower than dyslexic participants as shown by the mean score difference (3.33) in line with the second hypothesis. However, this difference was not statistically significant [t= 1.45, p>05, df=97]. It was also found in the result that dyslexic females had higher performance scores than dyslexic males with a mean difference of (1.55). However, this difference was not statistically significant [t=67, p>05, df=51]. These findings were discussed and compared with those of previous studies in the literature. Some recommendations were made to relevant stakeholders.