application/pdf article en-US TWO Academicus Academicus 2079-3715 2309-1088 © Copyright 2010, Academicus, All rights reserved. MMXXVI 33 Gender Dynamics in Mnemonic instruction: Enhancing Reading Skills Among Grade Three Learners with Dyslexia through Mnemonic Instruction in Mpumalanga Public Schools, South Africa Lilian Zindoga 10.7336/academicus.2026.33.08 148 164 2026-01-27T06:30Z 6640 325178 Primary Schools Learners Dyslexia Reading Ability and Mnemonic Instruction (MI) Two theories were applied: the information processing and Skinner’s reinforcement theory. A method for estimating causal links without random assignment was employed. There were two institutions: an experimental one and a normal one. Using judicious sampling methods, 43 participants from the two chosen schools were included in the study. The questionnaires were completed by 23 parents from the intervention school. Information was gathered using the Bangor Dyslexia Test (BDT), pre- and post-tests, and a literacy assessment exam. There was a statistically significant difference between the reading scores of boys and girls with dyslexia, according to the results of the independent samples t-test. When examining reading skill alone as a component of reading ability, female students’ results (M=26.7; SD=7.7) were significantly higher than those of male students (M=13.0; SD=6.7), t (21) = 4.563, p =.000 <.001. This suggests that gender plays a significant role in improving reading ability through mnemonic intervention, with female students outperforming male students. According to the study, the Department of Education (DBE) should create early assessments for male learners with dyslexia in their early school years.