The study investigated teacher professional
skills, instructional software and reading ability of
lower basic (primary 1-3) school pupils with learning
disabilities in Calabar Education Zone of Cross River
State, Nigeria. To guide the study, learning theory and
multimedia theory were used as the foundation of the
study. Three research questions were raised and
converted to three research hypotheses for the study.
The design adopted for the study was the survey design.
The population of the study covered all 105 lower basic
school teachers in the study area. Purposive sampling
technique was used to select a sample of 21 teachers for
the study. The research instrument used was a four-
point modified Likert scale. The statistical tool used for
data collection was simple and multiple regression
analyses at 0.05 level of significance while the reliability
of the instrument was determined through Cronbach
Alpha method. The findings rejected all the null
hypotheses,that is, teachers’ ability to adapt
curriculum, application of tutorial software, and
promotion of universal design for learning are highly
positively correlated with reading ability of lower basic
school pupils with learning disabilities. It was
recommended that since all the three variables had
positive influence on reading ability they be promoted
by all education stakeholders.
Keywords : Teacher Professional Skills, Instructional Software, Reading Ability, Lower Basic School Pupils, Learning Disabilities.