Grade 4 learners with reading and writing difficulties in Mauritius : perspectives of teachers and parents, and characteristics of learners

Abstract

Problem statement and rationale. Reading and writing difficulties (RWD) are persistent difficulties in academic domains such as reading, spelling, and written expression. Learners with RWD are typically accommodated in mainstream schools in Mauritius without formal support or diagnosis. Speech-language therapists (SLTs) play a key role in building literacy foundations and collaborate to assist in intervention. An inclusive education policy has been adopted but not yet implemented in Mauritius. Little to no information is available on how teachers and parents support learners with RWD. The characteristics of such learners are also unknown. Research may reveal needs of teachers and parents. Findings may provide evidence-based information that could be used to implement inclusive education strategies in schools. Aim. To investigate the characteristics of Grade 4 learners with RWD in mainstream government schools in Mauritius, and the perspectives of their parents and teachers. Methods. Three studies were conducted. Study 1 and 2 employed self-completed questionnaires to investigate teachers’ and parental perspectives on learners with RWD. A hundred teachers from randomly selected schools were recruited for Study 1. Grade 4 learners with RWD were identified by teachers with the Screening Tool for Learning Disorder (STLD). Sixty-seven parents participated in Study 2. The children of the participants of Study 2 were investigated in Study 3. Listening, speaking, reading, and writing skills were studied using the Clinical Evaluation of Language Fundamentals, 5th edition Observation Rating Scale (CELF-5 ORS), the Gray Oral Reading Test, 4th edition, and the Schonell Spelling Test. The research group (RG) comprised 67 learners with mean age 9 years. A control group (CG) of 49 learners without RWD with mean age 9.3 years was recruited for comparison with the standardised tests. Hearing loss and visual impairment were excluded.

Results. According to Study 1, primary school teachers who participated in the study had limited perspectives about the causes, identification, and intervention of RWD and inclusive education. They were resourceful about classroom strategies to assist learners with RWD, but largely believed that special education schools are the most appropriate for these learners. Participants agreed to retraining. Study 2 showed that the STLD results did not match parental satisfaction with their child’s academic performance. Most parents were satisfied, but the STLD indicated that all their children were at risk of Specific learning disorder (SLD). Most parents identified RWD in their children when descriptions were given, but attributed laziness as the main cause thereof. Parents showed limited perspectives about causes and symptoms of RWD, and the SLT’s role. This implied that the parent participants could often identify RWD in their children, but would rarely seek appropriate intervention from an SLT. In Study 3, the CELF-5 ORS showed a wide range of difficulties for the RG in speaking, listening, reading, and writing. Significant differences transpired between the RG and CG regarding reading and spelling. The RG mean spelling age was 5.5 years. A history of speech and language delay was associated with spelling difficulties (rs=-0.27, p=0.02) and the reading difficulties (rs=-0.35, p<0.001). Conclusion. As far as it is known this is the first comprehensive study on learners with RWD in Mauritius. The study supports the need for training of current and future teachers in RWD and inclusive education. Parents of children with RWD need to be counselled about their child’s difficulties and intervention options. SLTs and teachers should collaborate to support learners with RWD and their parents, using inclusive education strategies. A formal literacy intervention program is proposed, promoting RWD prevention, identification, diagnosis, and intervention. By implementing classroom strategies and training teachers, less individual therapy with learners with RWD will be required, thereby utilising the limited number of Mauritian SLTs more effectively.