Innovative Digital Tools for Enhancing Phonemic Awareness among Learners with Mild Cognitive Impairment in Calabar Education Zone of Cross River State, Nigeria

Authors

  • Emmanuel Uminya Ikwen Department of Special Education, University of Calabar, Nigeria
  • Felicia Akpana Unimuke Department of Special Education, University of Calabar, Nigeria
  • Vitalis Ugochukwu Eke Department of Special Education, University of Calabar, Nigeria
  • Michael Okaba Ataben Department of Special Education, University of Calabar, Nigeria
  • Michael Obi Odey Department of Social Studies Education, University of Calabar, Nigeria
  • Ekpenyong Effiong Ibok Mathematics and Computer Science Education, University of Calabar, Nigeria
  • Blessing Bassey Anam Mathematics and Computer Science Education, University of Calabar, Nigeria
  • Innocent Ushi Igba Department of Special Education, University of Calabar, Nigeria
  • Precilla Alu Olofu Department of Special Education, University of Calabar, Nigeria
  • Theresa Andorshiye Ogar-Ikwen Department of Educational Management, University of Calabar, Nigeria
  • Ikpi Inyang Okoi Department of Educational Management, University of Calabar, Nigeria
  • Lazarus Ishifundi Udie Department of Special Education, University of Calabar, Nigeria
  • Joseph Bekeh Undie Department of Social Studies and Civic Education, University of Calabar, Nigeria

DOI:

https://doi.org/10.6000/2292-2598.2025.13.02.4

Keywords:

Innovative digital tools, mild cognitive impairment, reading comprehension, reading comprehensionphonemic awareness

Abstract

Learners with mild cognitive impairment (MCI) often struggle with reading comprehension, especially auditory discrimination, memory retention, and linguistic processing, which hinders their ability to acquire foundational reading skills through conventional instructional approaches. This pretest-posttest quasi-experimental study investigated the effect of graphic organizers as an instruction strategy on reading comprehension among pupils with MCI in public primary schools within Calabar Education Zone, Cross River State. 80 pupils with MCI were purposively selected. Analysis of Covariance (ANCOVA) and Multiple Classification Analysis (MCA) were used to test the three hypotheses. Results indicated that graphic organizers significantly improved reading comprehension for pupils with MCI (F-ratio = 85.329, p < 0.05), while gender had no significant effect on the outcomes (F-ratio = 0.344, p > 0.05). A significant interaction effect of graphic organizers on reading comprehension improvements was also observed (F-ratio = 0.305, p < 0.05). The findings underscore the necessity of training workshops for educators on the use of graphic organizers and advocate for gender balance in grouping pupils with MCI for such interventions, highlighting the effectiveness of graphic organizers as tools for enhancing reading comprehension in pupils with MCI.

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Published

2025-07-05

How to Cite

Ikwen, E. U. ., Unimuke, F. A. ., Eke, V. U. ., Ataben, M. O. ., Odey, M. O. ., Ibok, E. E. ., Anam, B. B. ., Igba, I. U. ., Olofu, P. A. ., Ogar-Ikwen, T. A. ., Okoi, I. I. ., Udie, L. I. ., & Undie, J. B. . (2025). Innovative Digital Tools for Enhancing Phonemic Awareness among Learners with Mild Cognitive Impairment in Calabar Education Zone of Cross River State, Nigeria. Journal of Intellectual Disability - Diagnosis and Treatment, 13(2), 152–159. https://doi.org/10.6000/2292-2598.2025.13.02.4

Issue

Vol. 13 No. 2 (2025)

Section

General Articles
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