What is it about?
The present study reports the perceptions that the teachers have of the usefulness of a combined strategy instruction for the improvement of the reading comprehension skill in students with dyslexia. These students are placed in regular classes on a full-time basis (inclusion) and their situation has not been changed for the purpose of this study. The strategy instruction includes graphic organizers, visual displays, mnemonic illustrations, movie maker journaling and movie use, prediction, inference, text structure awareness, main idea identification, summarization, and questioning. The findings of the qualitative analysis indicate that all those strategies help students improve the reading comprehension of narrative texts. However, teachers explain that each strategy has positive aspects as well as drawbacks. This study will help teachers to design appropriate syllabus as well as sets of activities to groups of students in inclusive settings.
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Why is it important?
In this study, we analyse the perceptions that the teachers have of the usefulness of a combined strategy instruction for the improvement of the reading comprehension skill in students with dyslexia. These students are placed in regular classes on a full-time basis (inclusion) and their situation has not been changed for the purpose of this study.
Perspectives
The findings of the qualitative data, resultant from the analysis of the reflection logs given by the teachers of the study, indicate that each of the reading strategies used in the present study is effective in a specific aspect of the process of reading and understanding what is being read. The strategies of graphic organizers, prediction, inference, main idea identification, summarization and questioning have been the easiest to implement by the teachers. Movie maker journaling and movie use and graphic organizers are so effective as they increased students’ motivation and ensured full engagement in the discussed narrative texts. Most teachers added that WMM made it possible for students with dyslexia who struggle with handwriting to finalize neat printed work.
Dr. Ghada M. Awada
American University of Beirut
Read the Original
This page is a summary of: Multiple Strategies Approach and EFL Reading Comprehension of Learners with Dyslexia: Teachers’ Perceptions, International Journal of Instruction, July 2018, Eurasian Society of Educational Research,
DOI: 10.12973/iji.2018.11332a.
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