Effect of Phonological Awareness Training on the Reading Performance of Dyslexic Children in Primary Schools in Maiduguri Metropolis, Borno State, Nigeria
Alice Kyauta Jauni Musa (Ph.D); Adamu Zharakahyel Balami

Abstract
The study determined the effects of training in phonological awareness skills on the reading performance of dyslexic children in primary schools in Maiduguri Metropolis. Two hypotheses, which sought to determine the significant effect of phonological awareness training on reading performance of dyslexic children and the significant effect of sex on the intervention guided the study. The design of the study is a quasi-experimental study. A sample of 15 (8 boys and 7 girls) primary two pupils, purposefully selected, in private schools, participated in the study. Phonological Awareness Skills Test (PAST), with index reliability of 0.87 Cronbach Alpha was used to give intervention on four phonological awareness skills for 8 weeks while A reading passage (Cloze test) was used to determine the reading levels of the dyslexic children before and after the intervention. Simple percentage and t test were used to analyze the data at 0.05 level of significance. The results reveal that there is significant effect of the training in phonological awareness skills on the reading performance of the dyslexic children. However, there is no significant effect of sex on the intervention.

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