EFFECTS OF COGNITIVE THERAPY ON MANAGING DYSLEXIA AMONG SENIOR SECONDARY SCHOOL STUDENTS IN JOS METROPOLIS, PLATEAU STATE, NIGERIA

Abstract

This study evaluated the effects of a brief cognitive therapy (CT) intervention on reading fluency, reading anxiety, and academic self-concept among senior secondary students with dyslexia in Jos metropolis, Plateau State, Nigeria. The research adopted the quasi-experimental design of non-equivalent groups design. The pre-test, and post-test control group was used. The target population for this study was 600 students. The sample of this study comprised 39 students made up of 22 females and 17 males from three public schools in Jos metropolis were assigned to an 8-week cognitive therapy intervention (n=22) and standard remedial instruction (n=17). Two specific objectives and two research questions guided the study. Two hypotheses were formulated and tested at a 0.05 level of significance in this study. Reading fluency was assessed via the Reading Anxiety Scale for Adolescents (RASA), and academic self-concept via the Academic Self-Description Questionnaire (ASDQ). Data collected were analyzed using mean and standard deviation, and ANCOVA. Preliminary findings indicate statistically significant improvements in reading fluency, and reductions in reading anxiety among the cognitive therapy group compared to controls. No significant change was observed in overall academic self-concept, suggesting longer intervention may be needed. Cognitive therapy shows promise as a feasible, low-cost tool for supporting dyslexic learners in Nigerian secondary schools. Findings call for teacher training reforms and integration of cognitive therapy modules into existing special-needs curricular to enhance inclusive education outcomes.