FACULTY OF EDUCATION
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Item Socio-demographic Factors affecting reading comprehension achievement among secondary school Students with learning disabilities in Ibadan, Nigeria(International Academic Forum (IAFOR), Japan, 2020-03) Lazarus, K. U.The study examined the influence that socio-demographic factors (school social environment, type of school and gender) have on achievement in reading comprehension of students with learning disabilities. The study employed the correlational design. One hundred and twenty- three (123) Junior Secondary Class 1 (JSS 1) students with learning disabilities from six secondary schools (3 private and 3 public) ail located in Ibadan North Local Government Area, Ibadan, Oyo State, Nigeria participated in the study. Three scales namely: the Pupil Rating Scale (Revised), the Comprehensive School Climate Inventory (adapted) and the Test of Reading Comprehension were administered to the participants and the scores derived from these were subjected to Pearson Product Moment Correlation, Multiple Regression and t-test Statistics. The results revealed that the most potent factor in the prediction of reading comprehension achievement of students with learning disabilities is school social environment (r =0.214) followed by gender (r =0.185). The joint contribution of school social environment, school type and gender on reading comprehension achievement of students with learning disabilities was significant. While school social environment could considerably and independently predict reading comprehension achievement among students with learning disabilities, school type and gender could not. Further findings showed a significant difference in reading comprehension achievement between male and female students with learning disabilities (Cal.t = 2.075). Also, there was no observable significant difference in the reading comprehension achievement of students with learning disabilities in private and public schools. Therefore, it was suggested that teachers of students with learning disabilities should ensure that reading comprehension lessons take place in stimulating and conducive classroom environments devoid of unhealthy, risky and distracting stimuli.Item Influence of teacher competences on reading comprehension achievement among students with learning disabilities in Ibadan North Local Government Area, Oyo state(University of Calabar Press, Calabar - Nigeria, 2017-03) Lazarus, K. U.; Muritala, A.This study investigated the relationship between teacher competences (subject mastery, teaching methodology and compliance with teaching obligations) and reading comprehension achievement of students with learning disabilities in Ibadan North Local Government Area of Oyo State, Nigeria. The study adopted a survey design. Thirty (30) Senior Secondary Class 2 students, from six schools identified as having learning disabilities in reading comprehension participated in the study. Four instruments were used in the study. These were the Learning Disability Evaluation Scale Renormed, Second Edition (LDES-R2) for screening students for learning disabilities (r =0.75), the Reading Comprehension Test (RCT) (r = 0.81), Teachers’ Competence and Performance Questionnaire (TCPQ) (r= 0.85) and the Achievement Test in Reading Comprehension (ATRC) (r = 0.70). Data collected were analyzed using the Pearson’s product moment correlation and multiple regression analysis. Two research questions and three hypotheses generated were tested at 0.05 level of significance. The results revealed that there is a significant joint relationship between reading comprehension achievement of students with learning disabilities and teacher competences in terms of teacher mastery of subject matter, teaching methodology used by teachers and compliance with teaching obligations by teachers of students with learning disabilities. When the independent variables were considered as individual variables, subject mastery (β = .353, P <.05), made the most contribution to the dependent variable, followed by teacher compliance with teaching obligations (β = .244, P>.05), and then teaching methodology (β =.236, P>.05). On the basis of these findings, recommendations were made which included that teachers of students with learning disabilities should have: adequate mastery of subject matter and up to date lesson plans. They should use a variety of appropriate teaching methods and always identify with professionals bodies in the field of special needs education as they comply with teaching obligations.Item Influence of teacher competences on reading comprehension achievement among students with learning disabilities in Ibadan North Local Government Area, Oyo state(University of Calabar Press, Calabar, Nigeria, 2017-03) Lazarus, K. U.; Muritala, A.This study investigated the relationship between teacher competences (subject mastery, teaching methodology and compliance with teaching obligations) and reading comprehension achievement of students with learning disabilities in Ibadan North Local Government Area of Oyo State, Nigeria. The study adopted a survey design. Thirty (30) Senior Secondary Class 2 students, from six schools identified as having learning disabilities in reading comprehension participated in the study. Four instruments were used in the study. These were the Learning Disability Evaluation Scale Renormed, Second Edition (LDES-R2) for screening students for learning disabilities (r =0.75), the Reading Comprehension Test (RCT) (r = 0.81), Teachers’ Competence and Performance Questionnaire (TCPQ) (r= 0.85) and the Achievement Test in Reading Comprehension (ATRC) (r = 0.70). Data collected were analyzed using the Pearson’s product moment correlation and multiple regression analysis. Two research questions and three hypotheses generated were tested at 0.05 level of significance. The results revealed that there is a significant joint relationship between reading comprehension achievement of students with learning disabilities and teacher competences in terms of teacher mastery of subject matter, teaching methodology used by teachers and compliance with teaching obligations by teachers of students with learning disabilities. When the independent variables were considered as individual variables, subject mastery (β = .353, P <.05), made the most contribution to the dependent variable, followed by teacher compliance with teaching obligations (β = .244, P>.05), and then teaching methodology (β =.236, P>.05). On the basis of these findings, recommendations were made which included that teachers of students with learning disabilities should have: adequate mastery of subject matter and up to date lesson plans. They should use a variety of appropriate teaching methods and always identify with professionals bodies in the field of special needs education as they comply with teaching obligations.Item Using collaborative strategic reading (CSR) to enhance achievement in reading comprehension of students with learning disabilities in Lagos State, Nigeria(2013-12) Lazarus, K. U.This study determined the effect of Collaborative Strategic Reading (CSR) on enhancing the achievement in reading comprehension of students with learning disabilities in Lagos State, Nigeria. The pre-test, post-test, control group, quasi-experimental research design with a 2x2 factorial matrix was adopted for this study. Fifty junior secondary class 2 students with learning disabilities in reading were randomly selected from the sampled schools and randomized into two groups (Collaborative Strategic' Reading and control group). Two instruments were utilized namely, Pupil Rating Scale and Reading Comprehension Test. Participants in the experimental group were exposed to eight weeks training, while students in the control group were taught in the conventional way. Two hypotheses were tested at 0.05 level of significance. Data were analysed using analysis of variance and computation of t-test statistics. There was a significant main effect of treatment (Collaborative Strategic Reading) on the reading comprehension of students with learning disabilities (F (1.47) = 34.954; P<0.05). This implies that students exposed to Collaborative Strategic Reading performed better in reading comprehension than those exposed to Control Group. In addition, female participants performed better in the reading comprehension achievement test than their male counterparts (X= 21.69 for females and 15.75 for males). On the basis of these findings it was recommended that for schools to sustain improved achievement in reading comprehension among students with learning disabilities, Collaborative Strategic Reading should be adopted.