Impact of Music-Mediated Intervention (MMI) on the Language Ability of Learners with Dyslexia in Regular Primary Schools in Fako Division, Cameroon
DOI:
https://doi.org/10.47672/ajp.2583Keywords:
Dyslexia, Language Ability, Music-Mediated InterventionAbstract
Purpose: This study set out to investigate the impact of music mediated intervention on the language ability of learners with dyslexia in primary schools in Fako division of the Southwest region of Cameroon. Dyslexia is a condition characterised by difficulties in reading, writing, and language processing, and it presents significant challenges to affected students.
Materials and Methods: The study employed a quasi-experimental design with a pre-test and post-test approach, involving two groups an experimental and a control (10 in each group) of primary school learners 8-12 years diagnosed of dyslexia using two diagnostic tools the Clinical Evaluation of language fundamentals (CELF) and the Ihenacho Culture Free test for language development. The experimental group received the music mediated intervention that is musical exercises designed to enhance phonological awareness, auditory discrimination, vocabulary, articulation pronunciation retention and language processing skills. Over a period of eight weeks participants in the experimental group engaged in music sessions twice a week with each session ranging between 45-50 minutes. Quantitative data was collected using the pre-and post test tool, and qualitative data was collected using interview guide and session observation guide, analysed descriptively, inferentially and thematically.
Findings: Statistically, results showed that music mediated intervention significantly impact the language ability of learners with dyslexia (t test value=6.198, p-value < 0.001 far less than 0.05) for learners in the experimental group having a mean score of 44.65 two times higher than the mean score of learners in the control group who were not exposed to music mediated intervention at the post test level with a mean score of 22.30 and the mean difference between both groups is 22.35. Qualitatively the teachers and therapist attested to the improvement in phonological awareness, vocabulary acquisition, retention, pronunciation and articulation of abilities for learners who took the intervention.
Implications to Theory, Practice and Policy: The study therefore concludes that music mediated intervention can greatly improve the language ability of learners with dyslexia in primary schools and recommends that music-based activities and strategies be incorporated into regular classroom instruction to support language development for learners with dyslexia.
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SEAA https://doi.org/10.1051/shsconf/202317402026
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