CHAPTER ONEINTRODUCTION

The quality of an education system cannot exceed the quality of its teachers is an obvious truth which applies to the assessment and teaching learners of any age who are dyslexic. Thus the saying, you cannot give what you don’t have. In other words, success depends first and foremost on teachers who know what they are doing and why they are doing it.BACKGROUND TO THE STUDYAccording to Wikipedia definition; Dyslexia, also known as reading disorder or alexia, is a learning disability characterized by trouble reading despite a normal intelligence. Different children are affected to different degrees. Problems may include sounding out words, spelling words, reading quickly, writing words, pronouncing words when reading aloud, and understanding what was read. Often these difficulties are first noticed at school. The difficulties are not voluntary and people with this disorder have a normal desire to learn.

STATEMENT OF THE PROBLEMAt regular times, the problem of dyslexia in school age children has posed an area of great concern to both schools and homes who have little or no knowledge of the problem. So it becomes impossible that they are able to find solution or effective management of this worrisome disorder. This therefore also puts the teachers in a state of confusion and bewilderment on how to draw a line between those with dyslexia and the normal children in order to carry them all along in the learning process.

PURPOSE OF THE STUDYThis research has relevance from an educational perspective that views dyslexia as serious impediment to optimal education. Furthermore, if left undetected and properly managed could pose a very serious danger to the child’s academic pursuit. The specific objective of this study is

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1. To extract the causes of truancy in dyslexic pupils2. To examine why teachers are incapable of dealing with

dyslexia in pupils.3. To find out why dyslexia is still unpopular or a mystery.4. To view the effect of combining dyslexic and normal pupils in

the same classroom SIGNIFICANCE OF THE STUDYIt is generally believed that dyslexia can affect between 5 to 10 percent of a given pupil population, although there has been no studies to indicate an accurate percentage (Mc Candliss and Nobel 2003, Brish 2005, Czepita and Lodygowska 2006). In Nigeria, statistics are not readily available. Very little is known on dyslexia. This research study will be relevant to stakeholders in the Nigerian education sector especially parents and teachers as well as serve a useful resource material for future researchers.Parents It is all too obvious that the effects of dyslexia can be deeply disturbing for children and their parents. Moreover, there is a very real risk that parents’ anxieties will be transmitted to children. Along with the child’s experience of falling behind, this may result in worsening emotional barriers to reading. All of which means that it will be essential for schools to engage parents in a constructive dialogue about how, together, they can help the child overcome the difficulties associated with dyslexia. Teachers Within primary schools, teachers will know the children in their classes. Reviews of progress, together with parents/carers and the children themselves, will point to difficulties that need further investigation/action. Future researchers This research project will form an invaluable reference material in the hands of future researchers, making their work simpler and richer.

SCOPE OF THE STUDYThis study covers the strategies employed by teachers in the management of dyslexia in primary schools in Awka South L.G.A. of Anambra State.RESEARCH QUESTIONS

1. What are the causes of truancy in dyslexic pupils?2

2. Why are teachers incapable of dealing with dyslexia in pupils?

3. Why is dyslexia still unpopular or a mystery?4. What are the effects of combining dyslexic and normal pupils

in the same classroom?

CHAPTER TWOREVIEW OF RELATED LITERATURE

This chapter will review the relevant literature to the study. It was done under the following sub-headings:Concept of dyslexia : Definitions , historical backgroundCharacteristics of dyslexiaTypes of dyslexiaCauses of dyslexiaConcept of managementSummary of reviewed literature

Concept of dyslexia Dyslexia is a reading disorder in pupils identified in part by difficulties with single-word reading and spelling (Lyon et al 2003; Pennington, 2009). Prevalence estimates range from 6 to 17% of the school age population depending largely on criteria for the severity of reading difficulties (Fletcher et al., 2007). There is male preponderance, with a ratio of about 1.5:1 but lower than historical estimates of about 3–4:1 (Rutter et al.2004). The origins of dyslexia are neurobiological with strong evidence for heritability, but environmental factors also shape and ameliorate risk for dyslexia; it can be prevented in many children with early intervention (Fletcher et al 2007; Pennington 2009).

Definitions:

Earlier definitions such as that from the World Federation of Neurology identified dyslexia as a disorder of reading in the presence of average intelligence, conventional instruction, and

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socioeconomic status (Critchley, 1970). Such definitions have been widely criticized because they mostly indicate what dyslexia is not, that is, definition by exclusion, and fail to provide inclusionary criteria (Rutter, 1982). Contemporary definitions have evolved through research so that dyslexia is now often defined according to a definition from the International Dyslexia Association (IDA) as “difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction.” (Lyon et al., 2003) Note that not only does this definition indicate inclusionary criteria specifying that dyslexia is a word-level disorder but also that dyslexia occurs because of a specific cognitive deficit, evidence of adequate classroom instruction, and absence of other disabilities that would explain the reading problem (e.g., intellectual retardation). There is no reference to intelligence quotient (IQ) or socioeconomic status.

These changes in the definition of dyslexia represent a fundamental shift in scientific understanding of learning disabilities that has occurred over the past 25 years. A major component is the move away from general descriptions of “reading disorders” to specific types of reading problems that may involve (1) decoding single words (dyslexia), (2) the ability to read words and text automatically in the absence of a word reading problem (fluency), or (3) a comprehension problem when decoding and fluency skills are intact. A person with dyslexia typically has problems with all three domains because of the word reading bottleneck, but smaller groups of children experience difficulty primarily with fluency and/or comprehension. This distinction is important because the neuropsychological and neurobiological correlates will vary

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depending on the nature of the reading problem (Fletcher et al., 2007).

HISTORICAL BACKGROUND: A neuropsychological perspectiveTo understand the evolution of the concept of dyslexia, consider Benton's (1975) review of research on dyslexia. At this time, neuropsychologists assessed symptoms of brain dysfunction to understand the etiology of dyslexia as a prerequisite to treatment. Thus, Benton (1975) identified eight neuropsychological correlates of dyslexia, including deficits in(i) visuo-perceptual and audio perceptual functions, (ii) directional sense,(iii) right–left discrimination,(iv) finger recognition,and (v) generalized language deficiencies. Children could be identified with dyslexia based on a reading problem, a neuropsychological deficit, soft neurological signs, clumsiness, electrophysiological deficits, and even behavior problems, reflecting the historical origin of the concept of dyslexia in neurologically based behavioral difficulties epitomized by the hyperactive child (Rutter, 1982).The term dyslexia has been defined in different way but no conceptual consensus has been reached. According to Martin, Carlson and Buskist(2007), it refers to a disorder involving impaired reading, writing and spelling. The World Federation of Neurologists (1968) defined dyslexia as a disorder in children who despite conventional classroom experience fail to attain the language skill of reading, writing and spelling commensurate with their intellectual abilities.In relating dyslexia with learning disabilities, the National Institute of Neurological Disorder and Stroke(2010) defined dyslexia as a disorder that impairs a person’s ability to read and which can visibly manifest as a difficulty with phonological awareness, phonological decoding, orthographic coding, and auditory short term memory. Thus

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dyslexia is a learning disability that can hinder a pupil’s ability to read, write, spell and sometimes speak.Characteristics of dyslexiaThough dyslexia varies from person to person, common characteristics among people with dyslexia are difficulty with spelling; phonological processing( manipulation of sound) and rapid visual- verbal responding despite having normal intelligence. Other notable characteristics of dyslexia include difficulty copying from the board or a book can also suggest problems. There may be disorganization of written work. A child may not be able to remember content, even if it involves a favorite storybook. Problems with spatial relationships can extend beyond classroom and be observed on the playground. The child may appear to be uncoordinated and have difficulty with organized sport and games. (Grigorenko 2001)Dyslexia can go undetected in early grades of schooling. The child may become frustrated by the difficulty in learning to read. Other problems can arise that disguise dyslexia. The child may show signs of depression and low self esteem. Behavior problems at home as well as at school are frequently seen.

The child’s success in school may be jeopardized if the problem remains untreated. The emotional symptoms and signs are just as important as the academic and required desired attention. (Grigorenko 2001, Martin et al 2007)It is generally believed that dyslexia can affect between 5 to 10 percent of a given pupil population, although there has been no studies to indicate an accurate percentage( Mc Candiss and Nobel 2003, Brish 2005, Czepita and Lodygowska 2006. In Nigeria statistics are not readily available. Very little is known on dyslexia.Types of dyslexiaAccording to the National Institute for Neurological Disorder and Stroke (2010) there are several types of dyslexia that can affect the child’s ability to spell as well as read. These include; Trauma

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dyslexia, Primary dyslexia and Secondary or Developmental dyslexia.

i. Trauma dyslexia. This type of dyslexia occurs after some form of brain trauma or injury to the area of the brain that controls reading and writing.

ii. Primary dyslexia: This type of dyslexia is a dysfunction of, rather than damage to, the left side of the brain( cerebral cortex) and does not change with age. Individual with this type are rarely able to read above primary four. Primary dyslexia is passed in family line through their genes. It is found more often in boys than in girls.( Czepita et al 2006)

iii. Secondary dyslexia: This type of dyslexia is said to be caused by hormonal development during the early stages of fetal development. Developmental dyslexia diminishes as the child matures. It is also more common in boys than girls. From the foregoing, dyslexia may affect several different functions.

iv. Visual dyslexia is characterized by number and letter reversal and the ability to write symbols in the correct sequence.

v. Auditory dyslexia involves difficulty with sound of letters. The sounds are perceived as jumbled or not heard correctly.

Causes of dyslexiaAlthough there are several causes of dyslexia, it is generally agreed by researchers (e.g Mc Candiss et al and Nobel 2003, Czepita et al 2006, Martins et al 2010) that dyslexia is caused primarily by impairment in the brain’s ability to translate image received from the eyes or ears into understandable language. It does not result from vision or hearing problems. Dyslexia is not due to mental retardation, brain damage or lack of intelligence.Other causes of dyslexia according to researchers, is as a result of slowness or failure of language to lateralize to the left hemisphere. The failure may be due to physiological abnormality, or to the child’s assumption that he or she will fail or lack motivation. There is also the possibility of neural immaturity; the brain is lateralized, but as a result of slowness in development in

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the language area of the left hemisphere, the child has difficulty in learning to read.( Kinsbourne and Cook 1971)Apart from the foregoing, dyslexia can be caused as a result of factors within the home and school. A number of researchers(e.g. Ikediashi and Iroegbu 1998, Kalogo 2002 and Ikediashi 2010) agree that the family environment and the school to a large extent affect academic performance of children in school.Studies by Kalogo 2002 have shown that the family oriented variables relate significantly to the behavior and academic performance of the child. For example, children from middle class families who had better home environments perform better in school work, stay longer in school when compared with children from poor background who may resort to truancy. Their signs and problem of dyslexia may be better diagnosed and probably better handled.Similarly, the school and indeed certain aspects of its culture may pre-dispose a child to dyslexia. There are many tensions in school life. The school compels a child to adjust to strange children, unfamiliar teachers etc. The school also compels the child to perform tasks that may be difficult to tackle. Also school where the teacher is ill trained, lack of necessary basic instructional techniques to teach may aggravate a child’s personal struggle with the fear of school. The result is that some of these children may find it very difficult to adjust to the school schedule. Concept of managementManagement can be defined as the organization and coordination of the activities of a business in order to achieve defined objectives. Management is often included as a factor of production along with machines, materials and money. According to the management guru Peter Drucker(1909-2005), the basic task of management includes both marketing and innovation. Practice of modern management originates from the 16th century study of low efficiency and failures of certain enterprises, conducted by English statesman Sir Thomas More(1478-1535). Management consists of the interlocking functions fo creating corporate policy and organizing, planning, controlling and directing an organization’s resource in order to achieve the objectives of that policy.

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However management in the context of this research can be viewed according to Donnel(1984) as the process undertaken by one or more individuals to coordinate the activities of others to achieve result not achievable by one individual acting alone. Furthermore, that management is also seen as getting things done through efforts of others and can be more scientifically seen as the coordination of all resources by organizing, directing and controlling them in order to attain organizational objectives. Management of dyslexia

When a child cannot read or write very well in the class. There is the need for the teacher to know why. An experienced teacher by way of careful observation can easily detect dyslexia. There is significant or generally acceptable cure for dyslexia except its management. In addition the dyslexic pupils can be assisted to learn to read and write with the appropriate instructional strategies and educational support. An important aspect of dyslexia is for the school to develop a plan with the parent of the dyslexics to meet their challenges. However, if the dyslexics current school is unprepared to address this condition, the child needs to be transferred to another school with better plan and facilities to handle dyslexia.In addition, a good treatment plan should focus essentially on strengthening the child’s weakness while utilizing the strengths. A multisensory method which requires the dyslexic to hear, see, say and do something, could be employed.(Schulte-Korne et al 2010)

Summary of reviewed literature

Dyslexia is an often misunderstood, confusing term for reading difficulties, but despite the many confusions and misunderstandings the term dyslexia is commonly used by a number of medical personnel, researchers and the general public. Identifying an individual as 'dyslexic' can help them to understand their experiences but this label does not give any information or direction on how to support and teach this individual to read and write. For this reason the term dyslexia is often avoided in

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educational contexts with preference given to the terms ‘learning disability’, ‘specific learning disability’ or ‘specific learning difficulty’. However, the continued use of the term dyslexia in research and by many members of the general public means that these phrases are often used interchangeably, as will be the case in this review. The purpose of this literature review is to examine available research on dyslexia, the tools commonly used to identify the affected pupils, the support services that are available to these pupils and who provides these services. The overarching goal is to gather evidence on the effectiveness of management strategies or techniques used to improve literacy levels of dyslexic pupils or pupils at risk of dyslexia in order to inform evidence based policy development within the Awka South Local Government Area Ministry of Education.

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CHAPTER THREE

METHOD

This chapter described methods used by the researcher in carrying out this study. The chapter is discussed under the following subheadings:Research designArea of studyPopulation of the studySample and sampling techniqueInstrument for data collectionValidation of instrumentReliability of the instrumentMethod of data collectionMethod of data analysis

Research Design

The survey research design was used in this study. It is noted that the survey research study a group of people or items which is done by the collection and analysis from a particular group of people or item for them to represent a large number population. The opinion obtained from the group of people or items studied will be the general opinion of the entire population or sample (Nwogu 1999)

Area of the study

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The study covered all the forty two (42) government owned primary schools in Awka South local government area. The towns in Awka South Local Government Area include; Awka, Nibo, Nise , Amawbia, Mbaukwu, Umuawulu, Okpuno, Isiagu and Ezinato. Based on the nine towns ,nine schools were selected to represent the study.

Population of the study

The population for the study consists of all the teachers in all the 42 government owned primary schools in Awka South Local Government Area of Anambra State. The total number of teachers was four hundred and forty one (441)

Sample and Sampling TechniquesSimple random sampling technique was used to select one hundred and fifteen (115) out of four hundred and forty one teachers which now formed the sample size for the study.Instrument for Data Collection

Questionnaire was the data collection instrument employed. The questionnaire was designed by the researcher. The questionnaire

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consists of two sections A and B; Section A was designed to collect background information. Section B was structured based on the four research questions formulated for this study. The researcher used a four point rating scale under which the respondents were required to tick as applicable; Strongly agreed 4points; Agreed 3points; strongly disagreed 2points and Disagreed 1point.

Validation of the instrument

The instrument was given to three experts, two in Educational Management and Policy, and one in Measurement and Evaluation all from Nnamdi Azikiwe University Awka. My supervisor scrutinized the appropriateness and adequacy before the final draft was used.

Reliability of the instrument

To test the reliability of the instrument, the researcher employed the test-re-test method. According to Ozigi (1982) the test-re-test technique is a process whereby the researcher administers the constructed questionnaire on the same reliable sample group more than once with the view of discovering new consistency on the completion of the test-re-test exercise, the researcher discovered that the responses from the questionnaire given out were consistent or near consistence. The researcher thus claimed that the instrument was valuable and reliable.Method of Data Collection

The researcher went to each of the schools that were randomly selected and administered one hundred and fifteen questionnaire to the teachers. The questionnaires were administered face-to-face and at the end the researcher collected the questionnaires back from the respondents. Out of the one hundred and twenty seven questionnaires given out , one hundred and eighteen of them were duly filled and returned.

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Method of Data Analysis

The data collected were analysed using frequencies and percentages. All the data collected were analysed on a frequency table with columns for the respective respondents.

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CHAPTER FOURPRESENTATION OF RESULTS AND DATA ANALYSIS

This chapter dealt with the presentation of results and data analysis. The results are presented in tables according to research questions.Research Question 1: To find out the causes of truancy among the dyslexics.Table 1: Percentage Responses on causes of truancy among dyslexic pupils in primary schools in Awka South local government area?s/n

Questions No of respondents

SA A SD D Total(%)

No % No % No

% No

%

1 Teachers who are unaware of the concept of dyslexia and are unable to identify such pupils

115 98 85.2

9 7.8 - - 8 6.9 100

2 Lack of help for the dyslexic pupil encourages truancy

115 87 75.6

28 24.4

- - - - 100

3 Dyslexic pupils have strong dislike for school life

115 102

88.7

13 11.3

- - - - 100

4 Inadequate teaching materials for dyslexic pupils affect their learning capabilities

115 59 51.3

32 27.8

3 2.6

21 18.3

100

5 Inadequate supply of relevant support material by parents to help their dyslexic children.

115 94 81.8

10 8.7 2 1.7

9 7.8 100

6 The schools lack study/ recreational materials to aid dyslexic pupils.

115 112

97.4

3 2.6 - - - - 100

Table 1 shows that the greatest percentage of respondents fall within Strongly agreed (SA). This is followed by Agreed (A) and Strongly Disagreed (SD) and Disagreed respectively. It indicates that there is more positive response to the research question than

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negative. This shows that teachers should identify dyslexic pupils and provide assistance in order to reduce truancy among them.Research Question 2: To find out why teachers are incapable of dealing with dyslexia in pupils.Table 2: Percentage Responses on why teachers are incapable of dealing with dyslexia in pupils in primary schools in Awka South local government area?

s/n

QuestionsNo of respondents

SA A SD D Total(%)

No % No % No

% No

%

7 Teachers are not professionally equipped to attend to the needs of pupils with dyslexia

115 106 92 9 8 - - - - 100

8 Irregular salaries and delays dampen teachers commitment to patience towards pupils with dyslexia

115 74 64.4

41 35.6

- - - - 100

9 Government’s lack of understanding and support for such pupils with dyslexia

115 115 100

- - - - - - 100

10 School management are not able to give extra allowance to cater for pupils with dyslexia.

115 110 95.7

5 4.3 - - - - 100

One hundred and six(106) out of one hundred and fifteen(115) respondents strongly agreed that teachers are not professionally equipped which represents 92%. This table shows that most of the respondents answered in the affirmative to the factors listed.Research Question 3: To find out why dyslexia is still unpopular or a mystery.

Table 3: Percentage responses on why dyslexia is still unpopular or a mystery in primary schools in Awka South Local Government Area of Anambra State.

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s/n

Questions No of respondents

SA A SD D Total(%)

No % No % No

% No

%

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Parents are uninformed and therefore do not present the pupils case to the school for monitoring.

115 92 80 15 13 - - 8 7 100

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Lack of sufficient psychiatric specialist hospitals for early detection of such error as dyslexia

115 108

93.9

7 6.1 - - - - 100

13

High poverty rate amongst parents who cannot afford professional therapy for dyslexic children.

115 102

88.7

13 11.3

- - - - 100

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Lack of consent from parents to schools to apply measures they deem proper for dyslexic pupils.

115 81 70.4

28 24.4

- - 6 5.2

100

The table shows that the respondents either strongly agreed or agreed on the items listed above while only 7and 5.2% disagreed with the fact that parents are uninformed and therefore do not present the pupils case to the school for monitoring and lack of consent from parents to schools to apply measures they deem proper for dyslexic pupils respectively.Research Question 4: To find out the effect of combining dyslexic and normal pupils in the same classroom.

Table 4: Percentage responses on the effect of combining dyslexic and normal pupils in the same classroom of primary schools in Awka South Local Government Area of Anambra State.s/n

Questions No of respondents

SA A SD D Total(%)

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No

% No % No

% No

%

15

Teachers spend extra time in order to carry along the slow learning dyslexic pupils.

115 69 60 39 33.9 - - 7 6.1 100

16

Dyslexic pupils suffer severe psychological bullying from normal pupils.

115 95 82.6

6 5.2 - - 14 12.2

100

17

Teachers overwhelming preferences towards the sound /normal pupils over the dyslexic pupils.

115 83 72.2

19 16.5 - - 13 11.3

100

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Teachers seem inefficient for lack of ability to carry along both normal and dyslexic pupils simultaneously.

115 28 24.4

79 68.7 - - 8 6.9 100

This table shows a negative response of 36.5% to all the items listed above while others were answered in the affirmative meaning that the respondents agree mostly on the items listed.

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CHAPTER FIVE

Discussion, Implication, Conclusion and Recommendations

Discussion

This chapter has far reaching implications for education. It has further revealed the facts about some school children in our system that are affected by dyslexia, and if left undetected could be a serious problem to the child. Also, this research work has provided teachers and parents with possible cues to look out for in children to detect earlier symptoms of dyslexia. The research work further showed that teachers ineffectiveness, academic inadequacies, parental and home pathological environments and perhaps inadequate satisfaction of basic psychological needs at home and in the school are implicated as likely contributory factors in dyslexia.However, most practitioners quite often incorporate the Kinesthetic method also called the language- experience therapeutic method to manage dyslexia. In schools this method can be used in regular classroom of today. This involves classroom teacher soliciting words to be learned by the dyslexic. These words are often repeated over time until they are mastered. When a storehouse of words is acquired the dyslexic is required to compose a story. The story is written by the teacher and any new word that appears in the story is equally taught. The dyslexic can go on to read and read it again.In improving a dyslexic reading , the teacher should not read like the non dyslexic rather should find a way of getting information from text that works efficiently for someone who possesses such information differently from the majority. According to

19

researchers, (e.g Mc Candiss et al 2003, Jones 2009) for alphabet writing system , the fundamental aim is to increase the child’s awareness and phonemes and relate these to reading and spelling. Studies have shown that training focused towards visual language or orthographic issues show better gains than mere oral phonological training in managing dyslexia( Jones et al 2009).Implications of the study

The dire implication of the study is to enlighten and bring to bear, the existence of this ugly disability and the children affected to the management of primary schools as well as the teachers who teach them, Creating awareness which this study has unveiled will be the first step towards a renewed spirit of dedication and service to these affected children. In this way, the pupils are helped to build self confidence and also create a friendly and enabling atmosphere which will afford them the opportunity to tap into their potentials in life to the fullest.

Conclusion

This research work is focused on discovering strategies to help in the management of dyslexia in school pupils in Awka South Local Government Area of Anambra State. Four main problems were used as a guide to finding out how teachers in the study area manage pupils with this disability. These are: causes of truancy in dyslexic children , why teachers are incapable of dealing with dyslexia in pupils, why dyslexia is still unpopular or a mystery and the effect of combining dyslexic and normal pupils in the same classroom.Relying on the findings, implications and discussions were made. Recommendations were also proffered.

Recommendations20

1. As regards suggestions for intervention programmes, there is need for the teacher to make judicious use of reinforcement strategies. Reinforcement should be given for efforts as well as achievements. The teacher’s instructional strategies should elicit self-esteem, love, and responsibility on the part of the child.

2. The teacher should make optimal use of meaningful learning materials in teaching. This makes for intrinsic motivation in which

school becomes more meaningful to the dyslexic than mere rigid regulations. Since the academic demand on a child with dyslexia may be great, there should be frequent breaks in class and homework time. There should also be regular meetings of parents and teachers in order to have a framework for a common forum to discuss and possible identify problems of pupils as wells as help in the mutual process of the child’s training for optimal productivity.

3. Appropriate screening and identification test instrument should be made available to schools to help in early identification and referrals to special schools in severe cases.

4. A consortium approach involving specialist in educational psychology, medical neurology, special education linguists(e.g speech therapist) etc may make optimal combination.

5. Workshops on dyslexic children need to be held among school teachers in Awka South Local Government Area to help them understand these unique pupils the more and thus modifying their learning needs appropriately.

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REFERENCES

1. Benton A L. (1975) Developmental Dyslexia – Neurological aspects ; Friedlander W J, editor Advances in Neurology Vol 7 Raven Press New York pp 1-472. Brish J R (2005) Research and reading disability in Judith R Brish Multisensory teaching of basic language skills, Baltimore Maryland. Paul H. Brookes, Publishing, p.83. Critchley M. (1970) The Dyslexic Child Charles .C Thomas; Springfield IL 4. Czepita D and Lodygowska E (2006) Role of the organ of vision in the cause of development of dyslexia. Klin Oczna 108 pp 110-1135. Fletcher J M, Lyon G R, Fuchs L S, Barnes M A. (2007) Learning disabilities: From identification to intervention. Guilford New York 6. Fletcher J M, Vaughn S.(2009) Response to intervention. Preventing and remediating academic deficits. Child development perspectives ; 3 pp30- 377. Ganzach Y. (2000) A British Journal of Educational Psychology: Parents’ education, cognitive ability, educational expectations and educational attainment: Interactive effects Vol 70 Issue 3 pages 419-441 8. Grigorenko E L ( 2001) . Developmental Dyslexia. Child Psychol Psychiatry 42(1) 91-1259. Ikediashi A E and Iroegbu T C (1998) Determinants of behavior and learning: Owerri: Cape Publishers.10. Ikediashi A E(2010) Adolescent use of coded language: Causes, consequences and remedies. African Journal of Allied Education. Vol 4 (1) pp 61-69

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11. Jones M W, Branigan H P and Kelly M L (2009). Dyslexic and non dyslexic reading fluency. Rapid automatized naming and the importance of continuous lists. Psychonomic Bulletin and Review. 16(3) pp 567-57212. Kalogo D A (2002). The home environment and educational development of the child. Journal of the Nigerian Society for Educational Psychologist (NISEP) 1(1) 24-2913. Lyon G R, Shaywitz S E. Shaywitz B A. (2003) A definition of Dyslexia. Annals of Dyslexia:53 1-1414. Martin G N, Carlson N R and Burkist C .(2007) Psychology, England: Pearson Education Limited.15. Mc Candliss B D, Noble K G (2003). The development of reading impairment: A cognitive neuroscience model. Mental Retard Development Disabilities 9 (3) 196-20416. National Institute for Neurological Disorder and Stroke (2010). Dyslexia information page http//.ninds.gov/disorders/dyslexia html17. O’ Donnel C, Koontz H. (1984) Management ( Mc Graw Hill Series in Management pp3-618. Odo O M(1992) Guide to proposal writing in social and behavioural science Enugu; Snaap Press Ltd19. Osa Afina D D(2003).

Symptoms identification, assessment and management of dyslexia in children in R O Nnachi and P S Ezeh (Eds) in the behavior problems of the Nigerian Child. Awka Publication of Nigerian Society of Educational Psychologists.20. Pennington B F( 2001). Diagnosing learning disorders. A neuropsychological framework 2nd edition Guilford press New York 21. Rutter M. (1982) Syndromes attributed to minimal brain dysfunction in childhood. The American journal of Psychiatry ; 139: 21 – 33

22. Rutter M, Caspi A, Fergusson D, Horwood L J, Goodman R, Maughn B, Moffitt T E, Meltzer H, Carroll J.(2004)

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Sex differences in developmental reading disability. New finding from 4 epidemological studies. The Journal of the American Medical Association ;p 29123. Schulte- Korne (2010) Spelling deficit in dyslexia evaluation of orthographic spelling training. Annals of dyslexia 60(1) 18-39

APPENDIX

National Teachers Institute (NTI)

Kaduna Kaduna State.

Dear Respondents,24

LETTER OF INTRODUCTIONI am a post graduate student in education of the above named institution. I am carrying out a research work on Strategies Employed By Teachers In The Management Of Dyslexia In Primary School Pupils In Awka South Local Government Area of Anambra State.

The research is strictly for academic purpose and the confidentiality of the information is assured. Kindly assist me in getting the required information I would need for a successful completion of my field study. Thanks in anticipation of your favourable considerationYours Faithfully,Chine Azubuike Onyeka

QUESTIONNAIRE FOR TEACHERSSECTION A

Tick( ) in each box as applicable to youGender: Male ( ) Female ( )Age: 21 - 30 years ( ) 31 - 40 years ( ) 41 years and above ( )Status of RespondentHead teacher ( )Classroom teacher ( )Special subject teacher ( )Teacher counselor ( )Marital status

25

Single ( ) Married ( )Highest Qualification of RespondentTCII ( ) NCE ( ) OND ( )HND ( ) B.Ed ( ) M. Ed ( ) Others specify_____________________________

Years of experience in teaching:0 - 10 years ( )11 - 20 years ( )20 - 30 years ( )Above 30 years ( )

SECTION 2The factors that cause truancy in dyslexic children.s/n ITEM S

AA S

DD

1 Teachers who are unaware of the concept of dyslexia and are unable to identify such pupils

2 Lack of help for the dyslexic pupil encourages truancy

3 Dyslexic pupils have strong dislike for school life.

4 Inadequate teaching materials for dyslexic pupils affect their learning capabilities.

5 Inadequate supply of relevant support materials by parents to help their dyslexic children

6 The school’s lack study / recreational materials to aid the dyslexic pupils.

26

The reasons why teachers are incapable of dealing with dyslexia in pupils.s/n ITEM S

AA S

DD

7 Teachers who are not professionally equipped to attend to the needs of pupils with dyslexia.

8 Salary irregularities and delays dampen teachers commitment to patience towards pupils with dyslexia

9 Government’s lack of understanding and support for such pupils with dyslexia.

10 School management not able to give extra allowance to cater for pupils with dyslexia.

The reasons why dyslexia is still unpopular or a mystery.s/n ITEM S

AA S

DD

11 Parents are uninformed and therefore do not present the pupil’s case to the school for monitoring.

12 Lack of sufficient psychiatric specialist hospitals for early detection of why such errors as dyslexia.

13 High poverty rate amongst pupils who cannot afford professional therapy for dyslexic children.

14 Lack of consent from parents to schools to apply measures they deem proper for dyslexic pupils.

The effect of combining the dyslexic and normal pupils in the same classroom.s/n ITEM S

AA S

DD

15 Teachers spend extra time in order to carry along the slow learning dyslexic pupils.

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16 Dyslexic pupils suffer severe psychological bullying from normal pupils.

17 Teacher’s overwhelming preference towards the sound /normal pupils over the dyslexic pupils.

18 Teachers seem insufficient for lack of ability to carry along both normal and dyslexic pupils simultaneously

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