Effect of Reciprocal Peer Tutoring Blended Withcouselling on Reading Comprehension in English Language Among Students With Reading Disability in Nigeria
Non-equivalent pre-test, post-test control group design of quasi-experimental study involving one treatment and one control group was employed to find out the effect of reciprocal peer tutoring blended with counselling (RPTC) on reading comprehension in English language among students with reading disability. The treatment group was taught reading comprehension in English Language using RPTC while the control group was taught using conventional method (CM). The area of the study was Onitsha North Local Government Area of Anambra State, Nigeria. Forty eight (48) senior secondary 2 students with high incidence of reading disability drawn from two co-educational secondary schools in Onitsha North constituted the sample size for the study. Purposive sampling technique was used to select both the sample schools and students. Two research questions and two null hypotheses guided the study. The instrument used to collect data for the study was titled test of reading comprehension (TORC), developed by the researcher that was duly validated with stability values of 0.67 and 0.76 using test re-test method. Mean and standard deviation were used to answer the research questions and the hypotheses were tested at 0.05 level of significance using Analysis of covariance (ANCOVA). Results got indicated that the students taught using RPTC performed significantly better than those taught with conventional method both in post-test and delayed post-test (Follow-up). The results also showed that there was no significant difference in the reading comprehension performance of the male and female students taught reading comprehension using RPTC. It was concluded that using RPTC in teaching reading comprehension improves students’ reading ability irrespective of gender. Based on the findings, discussions and recommendations were made. One of the recommendations was that students with reading disability should be proactively encouraged by teachers, school counsellors and or psychologists to learn to use the skills in RPTC techniques in reading to minimize their reading disability that negatively affect their performances in school subjects.
Keywords - English language, students with reading disability, RPTC technique and counselling.