Understanding Reading Comprehension Challenges in Learners with Developmental Disorders

The study aims to identify and understand the reading comprehension challenges experienced by learners with developmental disorders. It involves a purposive sample of 40 learners, aged 6-12, diagnosed with dyslexia, attention disorder, autism spectrum, and hyperactive disorder, attending Mambilima Special School. A mixed-method approach is employed, combining standardized reading assessments, observational studies, and structured interviews with educators and parents to gather comprehensive data. The research is guided by the Social Constructivist Theory, focusing on the interaction between cognitive development and social context in reading comprehension.

Results indicate that learners with developmental disorders face unique reading comprehension challenges, including difficulties in decoding, limited vocabulary knowledge, and problems with making inferences. The study also reveals that contextual factors, such as teaching strategies and the classroom environment, significantly impact learners' reading outcomes. These findings underscore the necessity of tailored instructional approaches and collaborative support systems to improve reading comprehension skills for this population, leading to more effective educational practices.