Effects of Graphic Organizers on Reading Comprehension of Pupils With Dyslexia in Primary Schools in Owerri, Imo State Nigeria

Uche Eunice Opara, Charles Ngozi Ugwuegbulam, Ngozi Joy Maduka, Onyinye Justina Eluchie


Dyslexia is a specific learning disability that is characterized by difficulties with accurate and/or fluent word recognition, by poor spelling and decoding abilities. A good number of pupils experience it. Therefore, intervention strategies are needed to ameliorate these challenges because of its effect on learners and their learning. This study examined the effects of graphic organizers on reading comprehension of pupils with dyslexia in primary schools in Owerri North Local Government Area of Imo State, Nigeria. Participants were 80 pupils with dyslexia selected through convenience sampling. Pretest-posttest quasi-experimental design was used for the study. Three hypothesis were tested using Analysis of Covariance (ANCOVA) and Multiple Classification Analysis (MCA). Results of data analysis shows that graphic organizer had significant main difference on reading comprehension of the participants (F-ratio = 85.329; p<.05) while gender had no significant main effect on reading comprehension of the participants (F-ratio = .344, p<.05). Significant interaction effect of graphic organizer on reading comprehension of the participants was also found (F-ratio = .305, p<.05). The need for workshop on the use of graphic organizer for teaching reading comprehension to pupils with dyslexia and the need to ensure gender balance should be considered while grouping pupils with dyslexia for graphic organizer were advocated.


Dyslexia; Reading comprehension; Graphic organizers; Pupils schools

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DOI: http://dx.doi.org/10.3968/13099


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