SYNTHETIC MULTISENSORY APPROACH AND THE READING SKILLS DEVELOPMENT IN BLENDING OF PUPILS IN LOWER BASIC SCHOOLS IN OGUN STATE, NIGERIA

Abstract

Many teachers still struggle to teach reading skills and lack knowledge of different approaches to teach reading. The resultant effects are pupils who can’t read, struggle to read, and lack motivation to learn. It is against this background that this study investigated the effect of Synthetic Multisensory Approach on the Reading Skills Development in Blending of Pupils in Lower Basic Schools in Ogun State, Nigeria. The study adopted a quasi-experimental research design. A total of 476 pupils, 10 teachers in the experimental group and 10 in the control group were involved in the study using multistage sampling procedure. The study examined the main effect of treatment, and gender on the lower basic pupils reading skills development in blending. Oral Blending Test (OBT), was used to collect data. Two hypotheses were formulated. The hypotheses formulated were quantitatively tested using Analysis of Covariance and at 0.05 level of significance. The major findings revealed that SMA-JPRB enhanced the reading skills development of pupils in Blending and that gender did not influence reading skills development in blending. The study recommended that the integration of SMA into the teaching of English Studies in lower basic schools and ultimately promoting improved reading