Academicus International Scientific Journal Gabor Vasmatics info@academicus.edu.al mEDRA 1 1 20260127 01

06 10.7336/academicus.2026.33.08 https://academicus.edu.al/nr33/Academicus-MMXXVI-33-148-164.html 1 01 URL https://academicus.edu.al AA AA02 Academicus International Scientific Journal (official website) 2 01 URL https://academicus.edu.al/nr33/references/Academicus-MMXXVI-33-148-164.html AF AF05 References Link 3 01 URL https://academicus.edu.al/nr33/Academicus-MMXXVI-33-148-164.html AA AA03 Abstract 4 01 URL https://academicus.edu.al/nr33/Academicus-MMXXVI-33-148-164.pdf AD AD03 Full Text (PDF) 5 01 e-mail mailto:info@academicus.edu.al AG AG02 E-Commerce Printed Format (info@academicus.edu.al) 6 01 URL https://academicus.edu.al/images/covers/cover-33.jpg AA AA04 Front cover image 7 02 URL https://creativecommons.org/licenses/by-nc/4.0/ AA AA14 Rights and Licences 8 02 URL https://plu.mx/plum/a/?doi=10.7336/academicus.2026.33.08 AF AF06 PlumX Metrix https://academicus.edu.al/nr33/Academicus-MMXXVI-33-148-164.html https://creativecommons.org/licenses/by-nc/4.0/ Academicus 01 Academicus International Scientific Journal AL 07 20793715 JB 07 23091088 JD 33 01 202601 10 148 164 17 1 A01 21 https://orcid.org/0009-0004-0114-4265 Lilian Zindoga Dr BaIsago University, Francistown, Botswana 01 eng 20 Primary Schools 20 Learners 20 Dyslexia 20 Reading Ability 20 and Mnemonic Instruction (MI) 01 Two theories were applied: the information processing and Skinner’s reinforcement theory. A method for estimating causal links without random assignment was employed. There were two institutions: an experimental one and a normal one. Using judicious sampling methods, 43 participants from the two chosen schools were included in the study. The questionnaires were completed by 23 parents from the intervention school. Information was gathered using the Bangor Dyslexia Test (BDT), pre- and post-tests, and a literacy assessment exam. There was a statistically significant difference between the reading scores of boys and girls with dyslexia, according to the results of the independent samples t-test. When examining reading skill alone as a component of reading ability, female students’ results (M=26.7; SD=7.7) were significantly higher than those of male students (M=13.0; SD=6.7), t (21) = 4.563, p =.000 <.001. This suggests that gender plays a significant role in improving reading ability through mnemonic intervention, with female students outperforming male students. According to the study, the Department of Education (DBE) should create early assessments for male learners with dyslexia in their early school years. 202601 2026 Academicus