Authors : Rebecca Solomon Wakili; Jemimah Jatau; Amos, Dauda Bivan

Volume/Issue : Volume 10 - 2025, Issue 12 - December

Google Scholar : https://tinyurl.com/bw5nfy3n

Scribd : https://tinyurl.com/4kax68d8

DOI : https://doi.org/10.38124/ijisrt/25dec305

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Note : Google Scholar may take 30 to 40 days to display the article.

Abstract : The study focuses on the effects of Audio-Lingual teaching Approach on Reading difficulties among primary school pupils in Kaduna State. The design of the study was quasi experimental study. The population of the was 1379 primary school pupils identified with the problem of reading difficulties. One hundred and twenty (120) pupils were selected for the study using a multi stage sampling technique. Audio- Lingual teaching was developed by the researchers to improve the reading ability of the pupils with reading difficulties. Questionnaire for measuring reading difficulties was developed and validated for data collection. Independent t-test was used to analyse the data. The results reveal a significant effect of Audio- Lingual teaching Approach on reading difficulties, reading comprehension and reading fluency. It was concluded that Audio- Lingual teaching Approach has effect on reading difficulties of learners. Thus, it was recommended that Audio- Lingual teaching Approach should be used by teachers to improve the word reading accuracy, reading comprehension and reading fluency of pupils.

Keywords : Audio- Lingual, Audio- Lingual Teaching Approach, Reading Difficulties, Dyslexia.

References :

1. Akise, O. O. (2023). The Impact of Teacher Training Materials Used in Primary Schools on Efficient Learning of Dyslexic Students. European Journal of Science, Innovation and Technology, 3(2), 98-121.
2. Beaten, E. (2024). Types of Dyslexia. https://www.understood.org/en/articles/types-of-reading-disabilities
3. Eyo, M., & Nkanga, E. (2020). Teachers' competence in identifying pupils with learning disabilities: A study in Nigerian primary schools. Issues in Educational Research, 30(3), 883-896.
4. Hultquist, A. M. (2006). An Introduction to Dyslexia for Parents and Professionals. London: Jessica Kingsley Publishers.
5. Husam , A. (2024). Tikrit University / College of Education for Women English Department Methods of Language Teaching The Audio-Lingual Method (Alm)   https://uomustansiriyah.edu.iq/media/lectures/12/12_2023_11_10!09_53_27_PM.pdf
6. International Dyslexia Association (2017). Dyslexia in the classroom, what every teacher should know https://dyslexiaida.org/wp-content/uploads/2015/01/DITC-Handbook.pdf
7. Nicolson R. I (1999). “Reading, Skill and Dyslexia” in D Messer, S Millar (eds) Exploring Developmental Psychology. London: Arnold.

8. Nicolson, R. I & Fawcett, J. A. (2001). “Dyslexia as a Learning Disability” in Dyslexia –Theory and Good Practice (eds.)  J. A. Fawcett. London: Whurr Publishers.
9. Yohanna, A. (2023). Effect of Metacognitive Regulation and Systematic Desensitization on Public Speaking Anxiety among Secondary School Students in Kauru, Kaduna State. Retrieved from on 12^th Sept, 2025 https://www.fujrepac.com/uploaded_articles/Fudmajem68938c659b16a4.87599161.pdf
10. World Federation of Neurology (1968) Report of Research Group on Dyslexia and World Illiteracy. Dallas: WFN.