The effect of word recognition on the reading performance of children with reading difficulties in the Buea municipality

  • Frida Nalovah Molonge Department of Educational Psychology, Faculty of Education, University of Buea, Cameroon
  • Blasius Agha-ah Chiatoh Department of Linguistics Faculty of Arts, University of Buea
Keywords: word recognition, reading performance, children, reading difficulties, Buea municipality, quasi-experimental research design, primary three, experimental group, control group, reading readiness diagnostic instrument, mean difference, standard deviations, Cramer's V, progression rate.


This study investigates the effect of word recognition on the reading performance of children with reading difficulties in Buea municipality. A quasi-experimental research design was used for the study. The population of the study comprised of all primary three children with reading difficulties. Fourteen (14) children were drawn from the population to form the sample. The children were then divided into experimental and control groups (7 children in each group). Data were collected using the reading readiness diagnostic instrument and analysed using mean difference, standard deviations and the Cramer’s V to measure the progression rate. The findings of the study indicate that word recognition has an effect on the reading performance of children as indicated on the results of the experimental group which was higher than that of the control group.


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How to Cite
Molonge, F., & Chiatoh, B. (2023). The effect of word recognition on the reading performance of children with reading difficulties in the Buea municipality. GPH-International Journal of Educational Research, 6(11), 25-34.