Authors :
PAMELA ATIENO OOKO
Volume/Issue :
Volume 7 - 2022, Issue 10 - October
Google Scholar :
https://bit.ly/3IIfn9N
Scribd :
https://bit.ly/3fUVrrK
DOI :
https://doi.org/10.5281/zenodo.7313838
Abstract :
Reading ability is essential for success in
school as reading skills are utilized in all areas of
academic subjects. Reading in English is an essential
feature of Kenya’s education pathwayThe study
investigated theinfluence of coaching behaviour
modification practices on reinforcement of reading
ability among learners with dyslexia in public primary
schools in Kenya. The study was informed by Skinner’s
theory of reinforcement. Mixed methods research design
was used to find out how behaviour modification
practices affected the reading ability of the learners with
dyslexia. Quantitative research and qualitative research
approaches were used to collect and analyze data from
the learners. From the target population of 708 learners
and 387 teachers, a sample size of 229 learners and 54
English language teachers were selected for the study.To
obtain a sample for the study, purposive, saturation and
random sampling methods were used in selection of
schools, learners, teachers and school allocation to the
groups respectively. Reliability of the research
instruments was done by use of internal consistency
technique where Cronbach’s alpha was usedand a
reliability coefficient of above 0.6
Keywords :
Dyslexia, coaching, behaviour modification, reading ability.
Reading ability is essential for success in
school as reading skills are utilized in all areas of
academic subjects. Reading in English is an essential
feature of Kenya’s education pathwayThe study
investigated theinfluence of coaching behaviour
modification practices on reinforcement of reading
ability among learners with dyslexia in public primary
schools in Kenya. The study was informed by Skinner’s
theory of reinforcement. Mixed methods research design
was used to find out how behaviour modification
practices affected the reading ability of the learners with
dyslexia. Quantitative research and qualitative research
approaches were used to collect and analyze data from
the learners. From the target population of 708 learners
and 387 teachers, a sample size of 229 learners and 54
English language teachers were selected for the study.To
obtain a sample for the study, purposive, saturation and
random sampling methods were used in selection of
schools, learners, teachers and school allocation to the
groups respectively. Reliability of the research
instruments was done by use of internal consistency
technique where Cronbach’s alpha was usedand a
reliability coefficient of above 0.6
Keywords :
Dyslexia, coaching, behaviour modification, reading ability.
