Introduction: The study analyzed some common reading strategies used by teachers in teaching reading comprehension skills to students with reading disabilities in secondary schools in Nigeria
Purpose: To identify and explain some common reading strategies used in teaching reading comprehension skills to students with reading disabilities.
Methodology: Interpretive research paradigm was employed for the study. All the four special education teachers in GSS Township made up the population and sample of the study. Purposive sampling technique was employed for the study. Observation and oral interviews were used as instruments for data collection. Richness, depth, honesty, credibility, transferability, and dependability of information given were used to validate the instruments. Premature decisions, personal interest and opinions that could cause biases in the results were avoided. Reliability was established using teachers' responses and students' actual performances. Data was analyzed qualitatively.
Results: Teachers understood the reading problems faced by the students. They identified and explained some common reading strategies used in teaching reading comprehension skills to students with reading disabilities. The students were able to use their prior knowledge to read and answer questions from the text correctly.
Conclusion: Knowledge of students' problems is a mean to solving the problem. Teachers identified and explained some common reading strategies used in teaching students with reading disabilities.
Recommendations: To qualify for teaching, all teachers, apart from their area of specialization must have at least a certificate or Diploma in Learning Disabilities, specifically in reading disabilities where various activities, methods and strategies for teaching reading to students are taught.
This work is licensed under a Creative Commons Attribution 4.0 International License.
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