Effect of extensive reading on the readability of children with reading difficulties

Abstract

The study investigated the effect of extensive reading on the readability of children with reading difficulties. The research design adopted for the study was experimental design specifically the quasi experimental design. A sample of 90 children was sampled using simple random sampling and purposive techniques. The experimental group consisted of 40 children and the control group consisted of 50 children. The major instrument used for data collection was reading tests. The study revealed that Partner Reading (PR) and Repeated Reading (RR) are effective and significant approaches that can be used to improve children’s reading abilities. There was a statistical significant difference in the scores of children in the experimental group and children in the control group. The study also found that Read Aloud (RA) approach is not an effective approach or strategy to help children with reading difficulties since Post-hoc comparisons using the Games-Howell test revealed that the mean score for Read Aloud was significantly different from Partner Reading and Repeated Reading. The study recommended that school heads, administrators and teachers should make a conscious effort to screen pupils in primary three to ascertain their reading abilities. Ministry of Education (MOE) in collaboration with school heads should provide in-service training to teachers to enable them acquire the requisite skills and strategies that will help children who face challenges in reading in remedial teaching.