Abstract

The purpose of this study is to investigate the effectiveness of the Multisensory Learning Approach in teaching reading to pupils with dyslexia in ordinary primary schools in Bamenda III Sub Division, Mezam Division of the North West Region of Cameroon. To achieve the purpose of the study, the quasi experimental research design was employed. A pre post test was constructed to measure pupils' performances in Phonological Awareness skills. The test consisted of twenty items. The population of the study comprised of all the pupils with dyslexia in Bamenda III Sub Division. The sample of the study comprised of 24 class five pupils with dyslexia selected from two schools Educare Bilingual Nursery and Primary school Nkwen Bamenda and All Saints Bilingual Nursery and Primary Bayelle Nwen, and distributed into four groups, two experimental groups and two control groups, each with 6 pupils , purposefully selected using documentary analysis and confirmed using an assessment instrument. The experimental groups were taught using the multisensory learning approach while the control groups were taught using the traditional teaching approach. Those in the experimental groups were given instructional interventions captured on a master plan of activities, by the researcher using the multisensory learning approach for 4 weeks, 2 periods daily, each 40 minutes long and those in the control groups received traditional instruction by their teachers within the same period. They were issued the same pretest and posttest and their results were compared at the end. The statistical package used was SPSS version 25, and the study used descriptive and inferential tools with particular focus on means, standard deviations, the one sample t test, the independent sample t test and the Cohen d test to verify the hypotheses. The findings of the study indicated that there were statistically significant differences in the posttest between the control and the experimental groups in favor of the experimental group. It was concluded that the multisensory learning approach greatly enhanced the phonological awareness skills of learners with dyslexia, thereby boasting their overall performance in reading. Based on this, the researcher proposed some recommendations to enhance the use of the multisensory learning approach for teaching reading by all stakeholders in education. Aghi Aaron Ngong "Effectiveness of Multisensory Learning Approach in Teaching Reading to Pupils with Dyslexia in Ordinary Primary Schools in Bamenda III Sub Division, Mezam Division, of the North West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-5 , August 2019, URL: https://www.ijtsrd.com/papers/ijtsrd26560.pdfPaper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/26560/effectiveness-of-multisensory-learning-approach-in-teaching-reading-to-pupils-with-dyslexia-in-ordinary-primary-schools-in-bamenda-iii-sub-division-mezam-division-of-the-north-west-region-of-cameroon/aghi-aaron-ngong

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