Instructional Materials Usage as Correlates of Reading Comprehension Achievement of Pupils with Dyslexia in Buea Sub Division, Cameroon

The purpose of this study was to investigate the relationships between instructional materials usage, and reading comprehension achievement of pupils with dyslexia in Buea sub-division, Cameroon. The study adopted a correlational survey design. One research question and one null hypothesis guided the study. Twenty-one (21) primary five pupils with dyslexia were taken as the sample size. Two instruments were used for data collection; Instructional Materials Usage Scale (IMUS), and Reading Comprehension Achievement Test (RECAT). To ensure the face validity of the instruments, they were given to three experts from the Faculty of Education, University of Nigeria, Nsukka for validation. Cronbach Alpha was used to determine the internal consistency for instructional materials usage scale while Kuda’s Richardsons 20 was used to determine the internal consistency for reading comprehension achievement test. The instructional materials usage scale, and reading comprehension achievement test yielded an alpha of 0.85, and 0.78 respectively indicating that the instruments were reliable. The data collected were analyzed using simple linear analysis to answer the research question while regression ANOVA was used in testing the null hypothesis at 0.05 level of significance. The results of the study showed that there is a positive high relationship between instructional materials usage and reading comprehension achievement of pupils with dyslexia. Based on these findings, it was recommended among others that schools should be equipped with instructional materials to meet the reading needs of pupils with special needs in general and pupils with dyslexia in particular. The government should mandate professional bodies such as the Ministry of Basic Education, Regional Delegations of Basic Education, Divisional Delegations, and Inspectorates of Basic Education among others to organize seminars and conferences to train teachers on the effective usage of instructional materials to meet the needs of pupils with reading comprehension challenges. The limitation of the study is that the administration and collection of instruments might affect the results of the study since research assistants participated.