DEPARTMENT OF SPECIAL EDUCATION

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Subject: search.filters.subject.Word Recognition

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    Relationship of phonological awareness and word recognition to comprehension of texts among selected pupils in Ibadan, Oyo State
    (University of Calabar Press, Calabar - Nigeria, 2018-03) Ogunsola, B. A.; Lazarus, K. U.
    This descriptive survey was conducted in Ibadan North Local Government Area of Oyo State. A total of l77 pupils were involved in the study. A multi-stage sampling technique was employed and a self-designed Pupils' Reading inventory war administered to elicit data. Four research questions and two hypotheses were generated and tested. Mean, frequency computation, and KruskaI-Wallis test were the statistics used to analyze the data. The results of the analysis showed that there is a statistically significant difference in the means of the variables at 5% level of significance, thus, leading to the rejection of our H01. Also, the relationship that holds among the independent variables shows positive correlation though there P-value varies. It is therefore argued that reading comprehension and by large comprehension in human communication has its foundation in explicit knowledge of language phonological structure as decoding skills are paramount to effective comprehension. The study revealed that there is dependency relation between phonological awareness. word recognition and reading comprehension to varying levels. On this basis, it was recommended that teachers should therefore endeavour to reinforce pupils' knowledge of the decoding skills of reading to enhance pupils reading performance.
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    Effects of auditory integrationtraining and acoupedic therapy on word recognition of children with hearing impairment
    (2017) Osisanya, A.; Adeniyi, S. O.; Olubukola, F. O.
    This study examined the effectiveness of auditory integration training and acoupedic therapy on word recognition among children with hearing impairment. Thirty three children between five and ten years old participated in this study. All the participants had Pre-Lingual and Post-Lingual hearing impairment with degree of hearing loss ranging from mild, moderate, severe to profound. All the children had their hearing loss confirmed through audiometric test and they were fitted with hearing aids. The instruments used consisted of Macro 53 brand of audiometer calibrated on ISO-13485:2008, word recognition test adapted from Betts (1946) with reliability of 0.89 for pre and post tests and case history of the participants. Data collected were coded and analysed using Analysis of Co-variance using SPSS version 17. The results revealed that Auditory Integration Training and Acoupedic therapy had significant effects on word recognition among the participants and that Auditory Integration Training was more effective on word recognition among children with hearing impairment. Also, there were significant main effects of degree and onset of hearing loss on participants’ word recognition. It was recommended that early intervention in the form of Auditory Integration Training and Acoupedic Therapy should be adopted.