PARENTAL AFFECTION AS A CORRELATE OF DYSLEXIC CHILDREN'S ACQUISITION OF READING COMPETENCIES IN CAMEROON

The general situation of parental affection in the acquisition of reading competencies of children living with dyslexia is still rated as poor and such poor rates are usually reflected on the poor performance of dyslexic children in schools in the South West Region of Cameroon specifically in Fako Division. This study investigates the relationship between parental affection and the acquisition of reading competencies among dyslexic children in Cameroon. Specifically, the paper sought to examine the level of parental affection received by dyslexic children, and to assess the reading competencies of dyslexic children in Cameroon. The investigation was anchored two theoretical frameworks: parental involvement theory by joyceestein (1987-1991) and the ecological systems theory by bronfenbrenner (1979). A mixed research design was used specifically quasi- experimental design (a one group pretest posttest design) was used on a sample of 5 participants. the (quantitative study comes before a qualitative study) to have a broader understanding of the concepts under investigation, to compare responses from the respondents. The researcher conducted a survey using questionnaire and also a one group pretest posttest quasi experimental. Interviews were also conducted., we surveyed. Our results show that parental affection, characterized by warmth, support, and encouragement, is significantly correlated with dyslexic children's reading competencies. Specifically, children who received high levels of parental affection demonstrated better phonological awareness, decoding skills, and reading comprehension. The qualitative findings further reveal that parents' emotional support and involvement in their children's reading activities fostered a positive reading attitude and motivation, thereby enhancing their reading competencies. The study highlights the critical role of parental affection in supporting dyslexic children's reading development and emphasizes the need for educators and policymakers to promote parent-child reading interactions and provide resources for parents to support their children's reading needs.