The Effectiveness of Methods to Aid Foreign Language Learners with Dyslexia:
A Case Study
This thesis looks at the effectiveness of frequently advised study methods and learning
facilitation strategies in light of notable prevalence of dyslexic pupils in the EFL
classroom.
The first part of the thesis focuses on dyslexia and its terminology, continues with most
common errors dyslexic pupils tend to make and dives in to the process of diagnosing
dyslexia. Additionally, it looks at the support organization in place for dyslexic pupils
in Slovenia and deals with the importance of teachers’ attitude and approach. Lastly,
methods to help dyslexic pupils in English as foreign language classrooms are
presented. Multi-sensory approach is highlighted as the crucial style of teaching and
methods such as mind mapping, rhyming, the Brain Gym, Total Physical Response,
the Method of Good Start, and various adjustments are presented. Each method is
described and the methodology behind is explained in detail.
The second part consists of the empirical part of this thesis. Four of the methods from
the theoretical part of the thesis are taken and tested for their effectiveness.
Participating in the study are four dyslexic individuals of different ages, and the
methods in question are applied to the materials and topics they were studying at their
English as foreign language classes at that time. The research conducted in this thesis
shows that each of the tested methods is effective, however, not across the board and
the same extent. It can be concluded that dyslexia is a multi-layered difficulty that
should be tackled form various angles with different adjustments and methods in order
to see the most substantial improvement in a dyslexic learner. Despite the tested
methods being effective, it could be observed how individual the effect and progress
in each participant was.
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