skip to main content

HELPING LEARNERS WITH DYSLEXIA READ IN ENGLISH

Vol.1, Issue 1, 2015, pp.63-71 Full text

Crossmark logo

DOI: https://doi.org/10.33919/esnbu.15.1.5
Web of Science: 000449158700005

Author
Blagovesta Troeva

Affiliation:
New Bulgarian University, Sofia, Bulgaria

Abstract
Dyslexia is a specific learning difficulty which resists conventional teaching methods. The phonological deficit hypothesis of dyslexia determines the present day focus on phonics targeting the primary area of difficulties experienced by learners with dyslexia - decoding. Phonological instruction, however, needs to be accompanied by the development of comprehension skills and presented within a rich language environment. Verbal memory and processing difficulties, typically associated with dyslexia, as well as other frequently co-occurring disorders require the adoption of a number of additional strategies for the teaching of reading to learners with dyslexia. The paper identifies a number of them: multi-sensory approaches, systematic (structured, cumulative and sequential) instruction, over-learning, reinforcement and metacognition. It recognizes the need of time, task and materials differentiation. The choice of particular teaching methods should take into account both the learner's weaknesses and strengths. Such individually adapted teaching makes the successful inclusion of learners with dyslexia possible in the mainstream classroom.

Key words: dyslexia, reading, teaching, inclusion, strategies, phonics, multisensory

Article history:
Submitted: 14 January 2015;
Accepted: 19 January 2015;
Published: 1 February 2015

Citation (APA):
Troeva, B. (2015). Helping learners with dyslexia read in English. English Studies at NBU, 1(1), 63-71. https://doi.org/10.33919/esnbu.15.1.5

Copyright © 2015 Blagovesta Troeva

This open access article is published and distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0), which permits non-commercial use, distribution, and reproduction in any medium, provided the original author and source are credited. If you want to use the work commercially, you must first get the authors' permission.

References
British Dyslexia Association (BDA), (2014a) Definitions. http://www.bdadyslexia.org.uk/dyslexic/definitions

British Dyslexia Association (2014b). Initial Teacher Training. http://www.bdadyslexia.org.uk/about/campaigns/initial-teacher-training

Brooks, G. (2007). What Works for Pupils with Literacy Difficulties? The Effectiveness of Intervention Schemes. 3rd edition, DfCSF, Ref: 00688-2007BKT-EN. www.catchup.org

Dyslexie Font B. V. (2015). http://www.dyslexiefont.com

Ehri, L., (2002). Reading Processes, Acquisition, and Instructional Implications. In Reid, G. & Wearmouth, J. (Eds.), Dyslexia and Literacy: Theory and Practice (pp. 167-185). John Wiley & Sons.

Farrell, M., (2006). The Effective Teacher's Guide to Dyslexia and Other Specific Learning Difficulties: Practical Strategies. Routledge. https://doi.org/10.4324/9780203008058

Fawcett, A. & Reid, G. (2009). Alternative and Innovative Interventions for Dyslexia: a Critical Commentary. In Reid, G., The Routledge Companion to Dyslexia (pp. 157-174). Routledge.

Frith, U., (1985). Beneath the Surface of Developmental Dyslexia. In K. Patterson, J. Marshall, & M. Coltheart (Eds.), Surface Dyslexia, Neuropsychological and Cognitive Studies of Phonological Reading (pp. 301-330). Erlbaum. https://doi.org/10.4324/9781315108346-18

Hoover, W. A., & Gough, P. B. (1990). The Simple View of Reading. Reading and Writing, 2, 127-60. https://doi.org/10.1007/BF00401799

Kelly, K. & Phillips S., (2013). Teaching Literacy to Learners with Dyslexia: A Multisensory Approach. Sage, (first published in 2011).

Massey, J., (2008). Meeting the Needs of Students with Dyslexia. Network Continuum.

Reid, G., (2011). Dyslexia, 3rd edition. Continuum/Bloomsbury. https://doi.org/10.1002/9781119970897

Reid, G. & Green, Sh. (2007). 100 Ideas for Supporting Pupils with Dyslexia, Continuum International Publishing Group.

Rose, J., (2009). Identifying and Teaching Children and Young People with Dyslexia and Literacy Difficulties (The Rose Report). DCSF Publications.

Singleton, C., (2009). Intervention for Dyslexia. A Review of Published Evidence on the Impact of Specialist Dyslexia Teaching, University of Hull, Retrieved from: https://www.lucid-research.com/documents/research/report_acad_InterventionForDyslexia09.pdf

Snowling, M. (2006). Language Skills and Learning to Read: the Dyslexia Spectrum. In Snowling, M. & Stackhouse J. (Eds.), Dyslexia: Speech and Language 2nd ed. (pp. 1-14). Whurr Publishers. https://doi.org/10.1097/00011363-200604000-00004

Snowling, M., & Hulme, Ch. (2011). Evidence-based Interventions for Reading and Language Difficulties: Creating a Virtuous Circle, British Journal of Educational Psychology, 81, 1-23. https://doi.org/10.1111/j.2044-8279.2010.02014.x

Walker, J. (2000). Teaching Basic Reading and Spelling, In: Townend, J. & Turner, M. (Eds.) Dyslexia in Practice (pp. 93-129). Kluwer Academic/Plenum Publishers. https://doi.org/10.1007/978-1-4615-4169-1_5



Article Metrics