Duduzile Nkomo, Buyisani Dube, Irene Rachel Tautona


The purpose of this study was to analyse the effectiveness of intervention programmes available for learners with dyslexia in mainstream primary schools. A concurrent triangulation design of the mixed methods research approach was employed. Questionnaires were used to collect quantitative data while semi-structured interviews were used to collect qualitative data. A simple random sampling technique was used to select a quantitative sample of 150 teachers. Purposive sampling was used to select the qualitative sample. Quantitative data was analysed through the Statistical Package for Social Sciences (SPSS) version 24. Qualitative data was analysed and interpreted thematically. The study established that there were very limited intervention programmes available for learners with dyslexia at infant than junior level. There were also very few expert teachers to conduct the availed programmes at schools. The study recommends the introduction of more individualised intervention programmes at the infant level and the training of more specialist teachers for reading.


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intervention programme, inclusion, dyslexia, reading, mainstream primary school

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