Gender Dynamics in Mnemonic Instruction: Enhancing Reading Skills Among Grade Three Learners with Dyslexia in Mpumalanga's Public Primary Schools, South Africa  

Abstract Two theories (Skinner’s reinforcement and the Information Processing theories) were used. A research method used to estimate causal relationships without random assignment was used. One of the two institutions was experimental, and the other one was a standard one. 43 participants were included in the investigation from the two selected schools using selective sampling techniques. 23 parents (from the intervention school) participated in the questionnaires. The Bangor Dyslexia Test (BDT), pre- and post- tests, and a literacy assessment test were the tools used to gather information. The results of the independent samples t-test between boys and girls with dyslexia’s reading showed that there was a numerically notable gap linking the genders. Surveying the reading skill on its own as part of reading ability, the result of female learners (M=26.7; SD=7.7) was remarkably higher than that of male learners (M=13.0; SD=6.7), t (21) = 4.563, p = .000 < .001, suggesting that there is a notable result of gender in influencing enhancement of reading ability by mnemonic intervention, with the female students having superior results compared to males. The study recommends that the DBE should develop early assessment for boys with dyslexia in the early years of education.

Mnemonic Instruction (MI); Reading Ability; Learners; Dyslexia; Primary Schools

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