Abstract

This study investigated self-concept and attitude towards reading as correlates of reading comprehension (using expository texts) among students with learning disabilities in Ibadan, Oyo State. It adopted a correlational research design. One hundred and fifty (150) secondary school students were selected through random sampling technique. Four instruments were used to collect data for the study namely: an adapted version of the Screening Inventory Learning Disabilities Association of Ontario (r=0.63); Expository Comprehension Test for Senior Schools (ECTSS, r=0.74); Self-Concept Scale (SCS, r=0.78) and Attitude towards Reading Scale (ARS, r=0.65). Data collected were analysed using Pearson Product Moment Correlation (PPMC) and multiple regression analysis at 0.05 level of significance. Results showed that there was a significant relationship between students with learning disabilities’ self-concept and their reading comprehension achievement (using expository texts) (R = .317). There was a significant relationship between attitude towards reading and comprehension of expository texts among students with learning disabilities (R = .273). The result further revealed a significant joint contribution of self-concept and attitude towards reading to comprehension of expository texts among students with learning disabilities (F(2,147) =10.12) This means that 10% of the variance on comprehension of expository texts was accounted for by the two predictor variables when taken together. Based on the findings, it was recommended that students with learning disabilities should be encouraged to become actively involved in debates, quiz competitions, clubs and workshops, in order to boost their self-concept and attitude towards reading comprehension. Teachers and parents should show more love, care and support to students with learning disabilities, thereby help in actually building a foundation for a high self-concept and positive attitude towards reading among the students.