TABLE OF
CONTENTS
CHAPTER ONE
INTRODUCTION
1.1 Background to the study
1.2
Statement of the Problem
1.3 Purpose of the Study
1.4 Research Questions
1.5 Significance of the Study
1.6 Scope of the Study
1.7 Operational Definition of the Terms
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Concept of Language
The concept of dyslexia
Causes of dyslexia
Effect of dyslexia
Challenges of dyslexic
student
Vision, Reading, and
Spelling;
Hearing and Speech;
Writing and Motor
Skills
Memory and Cognition
Common Misconceptions
on dyslexia
Individuals with
dyslexia write letters backwards and/or read words in reverse.
Students with dyslexia
can’t read.
More instruction is the
solution or cure.
Dyslexia is a medical
condition.
A pediatrician can
diagnose dyslexia.
Dyslexia is more common
in boys than girls.
Individuals with
dyslexia have lower IQs.
Individuals with
dyslexia do not do well in school.
Individuals with
dyslexia cannot become good readers.
Adults with dyslexia
cannot be successful.
Coping strategies of
English language teacher of student with dyslexia
Appraisal of the
Literature Reviewed
CHAPTER THREE
RESEARCH METHODOLOGY
Research Type
Population, Sample and
Sampling Techniques
Research Instrument
Method of Data Analysis
Data Collection
Data Analysis
Techniques
CHAPTER FOUR
DATA ANALYSIS
4.1 Response to research Questionnaire
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary
5.2 Conclusion
5.3 Recommendation
APPENDIX
CHAPTER ONE
INTRODUCTION
1.1 Background to the study
English language is used as the
medium of instruction in the school and one of important or compulsory subject
that must be learnt in school. In teaching and learning of English language it
involve many aspects such as: reading, writing, speaking and listening. These
domains of language acquisition need to be exercised across content areas
daily. Reading and writing are pervasive across grades and curricula.
Virtually every subject requires some
reading and/or writing in English. Therefore, it is not a surprise that
dyslexia can affect learning in all subject areas especially in English
language Underlying deficits in accessing written text, reading fluency,
spelling, written expression, organizing, following written directions,
sequencing, using working memory (needed for problem solving), and visual
processing (especially critical for worksheets, textbooks, and tests) can
affect learning in different subjects in different ways.
As a consequence of their reading
difficulties, students with dyslexia are forced to compensate for their
weaknesses by following their peers, verbally processing information, relying
on rote memorization, and using hands-on/experiential learning contexts.
It should be noted that students with
dyslexia may exhibit particular strengths with regard to each subject area.
Many dyslexics are exceptionally gifted in one or more of the following areas:
thinking “outside-the-box” in terms of problem-solving, creativity, hands-on
learning, and sports. Many have strengths in their verbal skills,
visual-spatial skills, social skills, memory, and music.
Students’ reactions to a diagnosis of
dyslexia are as varied as their experiences of it. Many students have been
diagnosed whilst at school, and have benefited from good support. These
students often have a clear understanding of their areas of weakness, and have
developed strategies to manage these. Nevertheless, fatigue and frustration are
common, together with a lack of confidence in their own ability.
Students whose difficulties have not
been identified until later in life may experience more negative emotions such
as panic, stress, anxiety and low self-esteem. This may be particularly true
for mature students, some of whom will have had very negative experiences of
education earlier in life.
With all the dyslexic characteristics
that has been mentioned above, it is obvious that performance of the child in
all subject especially English language with these learning disabilities will
always be poor. So it is very important that such student or child is
identified earlier so that he will be helped by the teacher through necessary
coping strategies.
1.3
Statement of the Problem
In order to achieve the adequate
objectives of this study, answers must be provided to these questions;
1.
What
is dyslexia?
2.
Who
are those students with dyslexia?
3.
How
does it possible to differentiate between students with dyslexia and those
without?
4.
What
are the problems faced by English language teachers while teaching?
5.
What
are the problems faced by English language teachers while teaching students
with dyslexia?
6.
What
are the strategies employed by English language teachers?
7.
What
are the strategies employed by English language teachers on students with
dyslexia?
8.
What
are the coping strategies used by the English language teachers on students
with dyslexia in Kajola Local Government?
Generally, in learning process there
are necessary strategies or methods that a teacher will adopt to enhance
effective learning and failing to adopt this will actually lead to deficiency
in learning because not every students in the class are the same, they all have
individual differences in which the teacher should look into and should be able
to help every individual.
The ideal situation for a child with
learning disabilities is that the government or school should take it as
responsibility to provide adequate facilities to enhance their learning. Also the
teacher should be ready to give all that it takes to assist the child with all
the facilities that has been provided because dealing with student with this
learning disabilities require more strength, energy, and sacrificing of time to
get him or her along. Student with dyslexia really need more attention and if
the teacher is able to identify them and use the appropriate coping strategies
with them they will be able to catch up as time goes on.
However it is very sad that in most
of our schools, all these things are not put in place due to “I don’t care
attitude” that government has shown to educational system. And on the teacher’s
part some of them are not ready to use the appropriate strategies may be due to
its time consuming nature or may be as a result of lack of knowledge about the
appropriate strategies to use. Deficiency in the use of coping strategies with
student with dyslexia may be as a result of laziness on the part of the
teacher.
This study therefore assessed the
coping strategies that a teacher of English language can use to enhance
effective teaching, how and when to implement this strategies in order for the
students to perform better.
1.3 Purpose of the Study
The main objective of the study is to
assess or examine the coping strategies that the teachers of English language
are using for student with deficiency in the secondary school.
Specific objective are to:
1.
Find
out the causes of dyslexia and its development effect on student.
2.
Identify
the challenges of student with dyslexia
3.
Investigate
the coping strategies which English language teacher can use when teaching
student with dyslexia.
1.4 Research Questions
i. What are the causes and effects of dyslexia on students?
ii. What are the challenges of students
with dyslexia?
iii. What are the coping strategies which an
English teacher can use with student living with dyslexia?
1.5 Significance of the Study
The outcome of the study will be very
useful to teacher of English language. This study will tend to make teacher of
English language conscious of individual differences in their class. Also it
would help the teacher to identify among their student with this learning
disabilities (dyslexia) and the coping strategies they can use to enhance
effective learning. Finally this study could eventually give the teacher an
insight on how to use those coping strategies effectively in the class while
teaching them. It will also help the student with this learning disabilities to
have good percept about themselves that even though they are poor academically
they are still better in some skill. Even to give them hope that poor academic
performance is just for a while once the teacher is able to identify them he be
able to cater for them in all aspect they need help.
1.6 Scope of the Study
This research work used the English
language teacher in secondary schools in Kajola Local Government. This study
focused on the English language teacher coping strategies of student with
dyslexia. The teacher will be selected from any secondary school Kajola Local
Government.
This study will help students with
dyslexia to have better performance in their academics once they have been
identified by their teachers. And the benefit of this study to the teacher is
that, they will be able to identify students with dyslexia and use the right
strategies to cope with them.
Also, this study will help the
parents to know that their children are not poor academically and they will be
able to render some help to them to perform well. And the government will be
able to provide for all equipment and resources needed for dyslexia students in
school and there will be reduction of failure.
1.7 Operational Definition of the Terms
These are various terms used in the
research carried out. They are as follows:
1.
Assessing: It is an act of evaluating a certain
program to determine its effectiveness, strengths and the weaknesses.
2.
English Language: a medium of an instruction in
classroom setting or school.
3.
Teacher: It refers to someone that impact
knowledge.
4.
Coping strategies: This refers to special techniques at
which an individual employ to manage a stressful event.
5.
Student: It refers to someone who receive
knowledge from a teacher.
6.
Dyslexia: it means deficiency in reading or
inability to read well.
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