Parental Involvement and Effect on English Language Performance of Children with Dyslexia in Primary Schools in Mezam Division of the Northwest Region of Cameroon

Abstract

This study examined the effect of parental involvement on English language performance of children with dyslexia in primary schools in Mezam Division, North West Region of Cameroon. Specifically, the study took into consideration the extent to which parental involvement influences English language performance of children with dyslexia and the extent to which demographic factors of parents influence English language performance of children with dyslexia. The phonological deficit theory of dyslexia was used for the study. The mixed methods approach with the sequential explanatory survey design was adopted for the study. Data were collected from a sample of 263 respondents comprising 242 children with dyslexia and 21 parents of children with dyslexia. Questionnaire and an interview guide were used to collect data. Children with dyslexia responded to the questionnaire while some of their parents were interviewed. Quantitative data were analyzed descriptively using frequency distributions, percentages, and mean scores while the. Spearman’s rho correlation test was used to verify hypothesis and make inferences. Qualitative data were analyzed thematically with the aid of themes-groundings-quotations. Findings showed that parental involvement (R = 0.491*), significantly and positively influenced the language performance of children with dyslexia. The findings also showed that English language performance of children with dyslexia was highly influenced by parental socio-demographic characteristics such as level of education, income, employment status, first language spoken to the child at home and engaging in conversation with the child. It was recommended that, parents should readily to provide the necessary assistance needed by children with dyslexia to foster the language development improve English language performance.