Impacts Of Digital Storytelling Strategies On Interest Reading Fluency And Comprehension Of Pupils With Reading Difficulties In Sokoto State Nigeria

Fluency and Comprehension of Pupils with reading difficulties (PURED) in Sokoto State,Nigeria. The major problem of the study was the predominant use of conventionalinstructional method in teaching reading skills to primary school pupils in the study areairrespective of their learning condition. The study has a sample size of 94 pupils drawn fromtwo primary schools. Static Group Pre-test and Post-test research design was employed forthe study. Five research questions were asked, and five null-hypotheses were formulatedand statistically tested at α=0.05 level of significance. t-test related, and independentsamples were employed to test the null-hypotheses. Ten reading passages were selected andthen converted into multi-modal forms of Digital Storytelling in form of Mp3 audio, Mp4video and subtitles. U.G. Third Person Approach for Teacher-Generated (Content-Based)Digital Storytelling was used for the text conversion using Pinnacle Studio 19. The studyfinds that, significant difference was found in the level of reading interest between pre-andpost-tests of pupils with reading difficulties exposed to DSTS. Significant difference wasalso noted in the level of reading comprehension of PURED between urban and ruralschools. However, the study finds that no significant difference exists in the levels ofreading fluency between gender and school locations of the pupils exposed to digitalstorytelling strategy. No significant difference was also noted in the level of readingcomprehension between boys and girls exposed to digital storytelling in the study area.Consequently, the study concludes that, Digital Storytelling strategy has the potential toinfluence the interest of PURED to actively participate in their reading activities. Thestrategy also enhanced the reading fluency and comprehension of the participants acrossgender and school location. This has broken a new ground that the strategy is amiable toboth gender and location of pupils with reading difficulties in the study area. Similarly, thescreening batteries of the study has proven capable for screening pupils with readingdifficulties for any possible intervention. Finally, the strategy has proven to be an inclusivelearning strategy that could be deployed to provide equal access to teaching and learning inan inclusive classroom setting. In this view, DSTS is recommended to stakeholders in earlygrade reading programme intervention in the public primary schools, to cater for pupils withreading difficulties. The study also recommends that; primary school administrators shouldencourage their teachers to pursue additional Multimedia literacy skills through in-housestaff training. Equally, the study recommends the Curriculum developed by this study toNational Educational and Research Development Council (NERDC) for possibleadaptation. It is also recommended that Nigerian teacher training institutions shouldestablish Digital Multimedia Laboratory as a human development centre to prepare teachersfor the use of emerging digital media as instructional tools to carter for PURED. Lastly,Publishers of primary schools English reading materials should think of converting theirbooks into multimedia formats for the benefits of teaming populations of pupils withreading difficulties in Nigeria.

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