INFLUENCE OF SPECIFIC LEARNING DISABILITIES ON ENGLISH LANGUAGE ACHIEVEMENT AMONG SENIOR SECONDARY SCHOOL STUDENTS IN ENUGU STATE NIGERIA

This study examined the influence of specific learning disabilities namely, dyslexia and dysgraphia, on English language achievement among senior secondary school students in Enugu State, Nigeria. A descriptive survey research design, which utilized a correlational approach was employed for the study. Four research questions and four hypotheses guided the study. The target population consisted of senior secondary school students diagnosed with learning disabilities. Using a purposive sampling technique, a total of 350 students identified with dyslexia and dysgraphia were selected for the study. Three instruments were utilized for data collection: the Teacher Identification Form on Learning Disability (TIF_LD), the Learning Disability Checklist (LDC), and the English Language Achievement Test (ELAT). Data collected were analyzed using Pearson Moment correlation and independent samples t-tests at a 0.05 level of significance. The findings revealed that dyslexia (reading disability) had a significant negative influence on students' English language achievement. Similarly, dysgraphia (writing disability) was also found to significantly hinder English language performance. In addition, the study showed significant gender differences in the manifestation of both dyslexia and dysgraphia, with noticeable disparities in English language achievement among male and female students. The study concludes that dyslexia and dysgraphia are critical forms of specific learning disabilities that adversely affect English language achievement among both male and female students in Enugu State. It is recommended that seminars and workshops be organized for teachers to enhance their capacity to use guided inquiry teaching strategies in supporting students with learning disabilities.