Explicit Instruction a Rudiment for the Development of Reading Skills in Learners with Dyslexia in an inclusive primary schooling the Buea Municipality Cameroon

This study sought to investigate explicit instruction as a rudiment in the development of reading skills in learners with dyslexia in the Buea Municipality. Specifically, it investigated the effect of systematic phonics instruction (drill-practice) and guided modeled reading (guided practice) on the development of reading skills in learners with dyslexia. The experimental research design with the quasi-experimental design, Pre- test and Posttest with Non-Randomized Experimental and Control groups was used. Interview and observation guides were used to corroborate the data collected from the experiment. purposively14 pupils from class four of Government school Buea Townin the Buea Municipality was selected to constitute the participants in the control and the experimental groups. Data range and validation checks were performed in SPSS version 26.0 (IBM Inc., 2012). Cramer’s V test was used to measure the association between the categorical variables. The extent to which explicit instruction fosters the development of reading skill was discussed using Chi –Square test of the equality of the proportion. Statistics were discussed at the 95% Confidence Level (CL), that is Alpha=0.05. The results revealed that both systematic phonics instruction and guided modeled reading significantly foster the development of reading skills of learners with dyslexia who were in the experimental group as shown by Cramer’s V test which indicates that more children (85.7%) from the experimental group made progress after the posttest compared to (14.3%) for the control group. This difference was statistically significant at the 95% confident level and Cramer’s V test further proved that progress was significant within the groupsatV=0.714; P=0.008. It was generally concluded that explicit instruction significantly fosters the development of reading skills of children with dyslexia who were taught using the strategies in the Buea Municipality. It is therefore recommended that systematic phonics instruction and guided modeled reading be incorporated into the curriculum, and training on the use of this method be provided to teachers for effective use in teaching of learners with dyslexia.