Abstract
This study investigated the effects of concentrated language encounter and language experience approach on reading comprehension of pupils with reading difficulties. A pre-test, post-test experimental and control group design was adopted for this study. In pursuance of the purpose of the study, five research questions and three hypotheses were formulated to guide the study. The population of the study was eight hundred pupils in primary four in the two schools chosen for the study in Kubwa and Dutse LEA primary schools all in Bwari Area Council in Federal Capital Territory Abuja. A simple random sampling technique was adopted to draw 112 out of 800 of pupils with reading difficulties as the sample. A researcher designed instrument titled Reading Comprehension Test (RCT), this was validated by three experts and the reliability was tested on 20 students. The respondents and the data collected from the respondents were analyzed through the use of mean scores and standard deviation while the null hypotheses were tested through the use of Analysis of Covariance (ANCOVA). The findings of the study revealed that pupils with reading difficulties when exposed to reading through the use of concentrated language encounter performed better than those not exposed. Also the research showed that pupils with reading difficulties who were exposed to language experience approach performed better than the counterparts who were not. There was no significant difference between male and female pupils exposed to reading comprehension through the use of CLE only. Based on the findings of the study, it was concluded that the use of CLE and LEA improved the reading comprehension of pupils with reading difficulties. The study recommended that CLE should be taught to teachers who will in turn equip pupils with RD with necessary skills in using CLE in reading. Implications of the study is that there is the need for pupils with RD to be equipped with CLE and LEA skills in order to improve on their reading comprehension. One of the limitations of this study was that of the personal biases of research assistants, suggestions for further studies were also discussed.
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