A Study To Assess The Effectiveness of Self Instructional Module Regarding Dyslexia and Davis Dyslexia Correction Method Among Primary School Teachers in Selected Schools at Bangalore, Karnataka.

Volume 6, Issue 6, June – 2021 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
A Study to Assess the Effectiveness of Self

Instructional Module Regarding Dyslexia and Davis
Dyslexia Correction Method among Primary School
Teachers in Selected Schools at
Bangalore, Karnataka.
Visanth V S,
Professor, Sherwood College of Nursing, Barabanki, Uttar Pradesh
Abstract:- Dyslexia refers to a difficulty in learning to Objectives of the study

read in a person who has good intelligence, strong 1. To assess the knowledge of primary school teachers
motivation, and who has received appropriate teaching. regarding dyslexia and Davis dyslexia correction method
School teachers can easily identify and take corrective in terms of pretest knowledge scores.
measures for this type of learning disorders. By 2. To determine the effectiveness of self-instructional
considering this the researcher investigates the module regarding dyslexia and Davis dyslexia correction
effectiveness of self- instructional module regarding method by comparing the pretest and posttest scores.
dyslexia and Davis dyslexia correction method among 3. To associate the pretest knowledge regarding dyslexia
the primary school teachers. The study was conducted and Davis dyslexia correction method among the
among primary school teachers at Bangalore. Pre- primary school teachers with their selected demographic
experimental one group pre-test post-test design is used variables.
and the data collection is done by structured knowledge
questionnaire. Research Hypothesis
H1: There is a significant difference between the mean pre-
The paired t-test was carried out and it was found test and post-test knowledge scores.
to be invariably significant at P< 0.05 level. It is evident H2: There is a significant association between pre-test
that the Self Instructional Module is significantly knowledge scores with selected demographic variables.
effective on improving the knowledge regarding dyslexia
and Davis Dyslexia correction method among primary II. CONCEPTUAL FRAMEWORK
school teachers.
Concepts are images, abstracts, picture or mentally
Keywords:- Effectiveness, Self-Instructional Module, formed real world observation of things, objects or events
Dyslexia, Davis Dyslexia Correction Method, Knowledge, that an individual experiences. A conceptual model or
Primary School Teacher. conceptual framework broadly explains phenomena of
interest, expresses assumption and reflects a philosophical
I. INTRODUCTION stance.
As soon as the children enter the school, a key goal is The conceptual framework is developed by the
learning to read, to enable lifelong reading to learn. investigator based on Imogene King’s goal attainment
Teachers accept this as one of their key roles and can theory. According to Imogene King “If nurse are to assume
receive training and resources to help in this endeavor. the role and responsibilities expected of them, the discovery
Dyslexia is one of the most widely known learning of knowledge, the system as a whole and all activities can be
difficulties. 5These children have problems differentiating resolved into aggregation of circuits such as interaction,
between “b/d, j/g, 21/12” as well as problem reversing such perception and transaction.”
letters. A person may read the word, "lice," as, "ice" or as,
"like." The person may realize that these are incorrect, but Perception: Perception is ‘each person’s representation of
cannot read those words correctly. Some dyslexics do better reality”. In this study, it refers to the exploring information,
by moving their finger along the outline of a word or, by energy and transforming by assessing the pre-test and post-
tracing the letters in the air. test knowledge of the primary school teachers regarding
dyslexia and Davis dyslexia correction method.
IJISRT21JUN204 www.ijisrt.com 182

ISSN No:-2456-2165
Judgment: It refers to the ability to form sound opinions In this study reaction includes assessment of knowledge
and make sensible decisions or reliable guesses about any using structured knowledge questionnaire.
situation in a particular situation or event.
Interaction: Interaction is the process of perception and
Action: It refers to the process of doing something in order communication between person and environment, between
to achieve a desirable purpose. In this study action of nurse persons and person, represented by verbal and nonverbal
investigator includes formulation of suitable instructional behaviors that are goal directed. In this study, it refers to the
module for the primary school teachers. communication between the investigator and subject by
collecting basic demographic data of the individuals.
Communication: It is a process whereby information is
given from one person to another either directly or Transaction: It is an observable behavior of human beings
indirectly. interacting with that environment. Transactions represent the
valuation component of human interactions and involve
Clarification: It refers to make something clearer by bargaining, negotiating and social exchange.
explaining it in greater detail. In this study the nurse
investigator explains in detail about dyslexia and Davis Reinforcement: It refers to added support to make
dyslexia correction method. something stronger. In this study it refers to an additional
support which helps to strengthen and improve the
Reaction: It refers to a response to something that involves knowledge of the primary school teachers.
taking action, or an action taken in response to something.
III. RESEARCH METHODOLOGY O1 X O2

Pretest using Self-instructional Post-test using
Research Approach: structured module on same structured
Qualitative research approach was used to assess the questionnaire on dyslexia and questionnaire.
knowledge of school teachers regarding dyslexia and Davis dyslexia and Davis dyslexia
dyslexia correction method. Davis dyslexia correction
correction method.
Research Design: method.
Pre experimental one group pretest-post-test design is
adopted for this study Population: The total population of the study comprised of
the primary school teachers in selected schools at Bangalore
Sample: The sample size of the present study consists of 40
primary school teachers.

ISSN No:-2456-2165
Sampling Technique: Non probability purposive sampling Part II: Structured knowledge questionnaire contains 24
technique was adopted to select the samples questions on knowledge regarding dyslexia and Davis
dyslexia correction method (General information about
Description of the tool dyslexia (meaning, incidence, signs and symptoms of
The tool consists of 2 sections: dyslexia) and about Davis dyslexia correction method.
Part I: Structured questionnaire for collecting demographic
data of the teachers Age, Gender, Educational qualification, Development of Self Instructional Module (SIM)
Professional experience, Religion, Marital status, Type of The Module was prepared on the basis of information
family, Place of residence and Sources of information. obtained during extensive literature. The finalized content
was in English and prepared as a Booklet.
IV. RESULTS
Objective 1: To assess the knowledge of primary school teachers regarding dyslexia and Davis dyslexia correction method
in terms of pretest knowledge scores.
TABLE.1.Percentage and frequency distribution of knowledge score before SIM N=40

Classification of Respondents
Pre test
Level of Knowledge Number Percentage
Adequate(> 75 % ) 2 5%
Moderate (51-75%) 20 50%
Inadequate (< 50%) 18 45%
The above table shows that only 2 teachers (5%) have adequate knowledge, 20 (50%) have moderate knowledge and 18
(45%) have knowledge regarding dyslexia and Davis dyslexia correction method among primary school teachers in selected
schools at Bangalore.
LEVEL OF KNOWLEDGE
5%
adequate>75%
45%
50% moderate50-75%
inadequate<50%
Figure 2: Distribution of level of knowledge before SIM.
Table 2 Overall Knowledge score before SIM

Sl: No Aspects Statements Max Score Score Knowledge Score
range Mean Mean%
SD Mean %
1. Over All 24 24 5-20 11.55 3.36 48.12%
The table 2 shows primary school teachers overall knowledge regarding dyslexia and Davis Dyslexia correction method. The
Knowledge score in overall before SIM is 11.55 in mean 3.36 in S., D 48.12% in mean percentage.

ISSN No:-2456-2165
Objective 2: To determine the effectiveness of self-instructional module regarding dyslexia and Davis dyslexia correction
method by comparing the pretest and posttest scores.
Table–3: Percentage and frequency distribution of knowledge score after SIM N=40
Classification of Respondents
Post test
Level of Knowledge Number Percentage
Adequate (>75%) 33 82.5
Moderate (51-75%) 7 17.5
Inadequate (<50 %) 0 00.0
Table 3 shows that 33 (82.2%) of the teachers acquired adequate knowledge, 7 (17.5%) of the respondents had moderate
knowledge and none of the respondents had inadequate knowledge in the posttest.
Table 2 reveals that Knowledge score in overall is 20.12 in mean 2.56 in S. D 83.83% in mean percentage after SIM.
90.00%
80.00%
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Moderate Adequate Inadequate
Figure: 3: Distribution of knowledge level after SIM.
Table.4 Knowledge score after SIM

Sl: No Aspects Statements Max Score Score Knowledge Score
range Mean Mean%
SD Mean % M
1. Over All 24 24 14-24 20.56 2.56 83.83%
Table 4 shows that after pretest and post-test there is 13.3% gain in knowledge, in incidence there is 38.3% gain in
knowledge, in cause 37.7% gain in knowledge in clinical manifestation there is 30.6% gain in knowledge., in management there is
40.67% gain, in correction method there is 36.43% gain and in over all there is 35.71% gain
Table 5: Gain in Knowledge after SIM

Sl: No Aspect of Maximum Pretest Posttest Gain in Mean
Knowledge Possible Score Mean Mean Score% Mean Mean Score% Score
1. Over All 24 3.36 48.12 20.12 83.83 35.71
Table 6 shows the mean pre and post -test knowledge regarding dyslexia and Davis dyslexia correction method. The paired
t-test was carried out and it was found to be significant at P< 0.05 level, hence null hypothesis (H01) is rejected and research
hypothesis (H1) was accepted. It is evident that the Self Instructional Module is significantly effective on improving the
knowledge regarding dyslexia and Davis Dyslexia correction method among primary school teachers.

ISSN No:-2456-2165
Table 6: Effectiveness of SIM
Sl: No Aspect of Pre Test Post Test Paired ‘t’ P value
knowledge Mean S.D Mean S.D Value
1. Over All 11.55 3.36 20.56 2.56 12.98 P<0.05
Objective 3: To associate the pretest knowledge [4]. Vallutino. F. R, Fletcher J. M, Snowling M J. Specific
regarding dyslexia and Davis dyslexia correction method reading disability: what have we learned in the past
among the primary school teachers with their selected four decades? Journal of child psychology and
demographic variables. psychiatry, 45(1). 2004
The result of the Chi-square (χ2) analysis indicates [5]. Lee Laid Wah. Understanding dyslexia in Malaysia
that there is no significant association between knowledge from the parent’s perspective. Proceedings of Hawaii
score with selected demographic variables of primary school international conference on education university of
teachers. Hawaii, Wesh Oahu. 2004; Jan 3- 6.
[6]. Stephen M. Kosslyn and Oliver Koeuig. Wet Mind:
The association between socio-demographic variables The New Cognitive Neuroscience, New York, The
and pre-test knowledge score is observed as age (0.068), Free Press: 1990; p.185-207.
gender (0.28), educational qualification (9.07), professional [7]. Simpson, S. () ‘Dyslexia: A Developmental Language
experience (1.04), religion (1.5), marital status (0.014), type Disorder’, Child: Care, Health and Development,
of family (1.23), place of residence (0.34), and source of 2000; vol 26(5): p. 355–80.
information (2.27). [8]. URL:www.bda.dyslexia.org.uk
[9]. Gregor, P. Dickinson, A. Macaffer, A. and Andreasen,
V. CONCLUSION P. ‘SeeWord–A Personal Word Processing
Environment for Dyslexic Computer Users’, British
 The overall knowledge score of primary school teachers Journal of Educational Technology, 2003; 34(3):p.
before SIM is 48.12% and after SIM is 83.13. 341–55.
 It is evident that administration of SIM improves the [10]. Joshi, R. M., Dahlgren, M. and Boulware-Gooden, R.
knowledge of primary school teachers regarding dyslexia ‘Teaching Reading in an Inner City School through a
and Davis dyslexia correction method. Multisensory Teaching Approach’, Annals of
 The finding of the study statistically shows that there is Dyslexia, 2002;52,:p 229–42.URL:
no significant association between the knowledge scores http://www.pubmed.com
and with the selected demographic variables at 5% level. [11]. Amos, J. ‘Promoting Dyslexia Friendliness in East
Sussex Schools’. Paper presented at the Sixth BDA
RECOMMENDATIONS International Conference, University of
Warwick:14March, 2007
1. A similar study can be undertaken by utilizing other [12]. Tsovili, T. D. ‘The Relationship Between Language
domains like attitude and practice. Teachers’ Attitudes and the State-Trait Anxiety of
2. A descriptive study may be conducted to describe all the Adolescents with Dyslexia’, Journal of Research in
aspects dyslexia and Davis dyslexia correction methods. Reading, 2004; 27(1) :p.69–86.:URL:
3. An explorative study may be conducted to identify the http://www.pubmed.com
awareness, knowledge, practice and attitude among
teacher’s regarding dyslexia and Davis dyslexia
correction methods.
4. A similar study can be conducted to identify the
awareness, knowledge, practice and attitude among
parents regarding dyslexia and Davis dyslexia correction
methods.
REFERENCES
[1]. Trieman R, Mullennie J , Bijeljac babic R. The Special

role of rimes in the description, use and acquisition of
English orthography, Journal of Experimental
psychology, General 124,7-136, 1995.
[2]. OECD, Equally Prepared for Life? How 15 year old
boys and girls perform in school (OECD, Paris 2009)
[3]. Sanders.M (2001), Understanding Dyslexia and the
Reading process. Needham heights, MA: Allyn and
Bacan.

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Volume 6, Issue 6, June – 2021 International Journal of Innovative Science and Research Technology

A Study to Assess the Effectiveness of Self

Abstract:- Dyslexia refers to a difficulty in learning to Objectives of the study

IJISRT21JUN204 www.ijisrt.com 182

III. RESEARCH METHODOLOGY O1 X O2

IJISRT21JUN204 www.ijisrt.com 183

TABLE.1.Percentage and frequency distribution of knowledge score before SIM N=40

Figure 2: Distribution of level of knowledge before SIM.

Table 2 Overall Knowledge score before SIM

IJISRT21JUN204 www.ijisrt.com 184

Figure: 3: Distribution of knowledge level after SIM.

Table.4 Knowledge score after SIM

Table 5: Gain in Knowledge after SIM

IJISRT21JUN204 www.ijisrt.com 185

[1]. Trieman R, Mullennie J , Bijeljac babic R. The Special

IJISRT21JUN204 www.ijisrt.com 186

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