Abstract

The article explores reading comprehension challenges faced by learners with developmental disorders. The study aims to identify the specific barriers and inform targeted interventions. The research involves a purposively selected sample population of 40 learners aged between 6-12 years diagnosed with dyslexia, attention disorder, autism spectrum, and hyperactive disorder attending school at Mambilima Special School. Using a mixed-method approach, data collection combined standardized reading assessments, observational studies, and structured interviews with educators and parents to gain comprehensive insights into the learners’ reading behaviors and difficulties. The research is guided by the Social Constructivist Theory that highlights the interaction between cognitive development and social context in understanding reading comprehension. The mixed-methods research methodology facilitates the nuanced analysis of quantitative data from reading assessments alongside qualitative data gathered through interviews. Statistical analyses, including thematic analysis, were employed to explore the patterns in reading performance and the subjective experiences of learners. Results indicate that learners with developmental disorders exhibit unique reading comprehension challenges, characterized by difficulties in decoding, poor vocabulary knowledge, and challenges in making inferences. The findings also reveal that contextual factors, such as teaching strategies and classroom environment, significantly influence learners’ reading outcomes. The study underscores the importance of tailored instructional approaches and collaborative support systems to enhance reading comprehension skills in this population, ultimately contributing to more effective educational practices.

Keywords:

Reading comprehension, developmental disorders, autism spectrum disorder, attention disorder, hyperactive disorder, inclusive education

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