The effectiveness of the implementation of special teaching methods and support programmes for children with dyslexia

Country Studied: Cyprus

Type of learning difficulty the case study is supporting

• Reading and writing difficulties
• Neurodevelopmental difficulties

Aims and objectives of Case Study

The current study employs 4 students with dyslexia to present the design, application and evaluation of a curriculum for the cultivation and development of all cognitive functions, the correct use of writing and the expression of thoughts through it. The case study and the conclusions of the search conducted will be used firstly as the guiding lines in the development of the educators’ goals, in issues regarding reading and writing and secondly, it will be used to determine what will be taught, how and with which means and tools.

The aim of the study is to present an innovative teaching method through a multisensory approach which focuses on the wider rehabilitation of the students’ learning capacity.

Short description of Case Study

The study analyses the effectiveness of the implementation of special teaching methods and support programmes for children with dyslexia, in order to fully develop their abilities within the primary school education in Cyprus. Through observations of children with dyslexia in a primary school, their precognitive/reading skills, their familiarity with mathematical concepts and other skills are analysed. In addition, teaching in traditional and special ways is examined, focusing on the general objectives of the curriculum. The paper also addresses issues such as the justification of dyslexia and the importance of early intervention to address learning difficulties. A set of methods are proposed, such as holistic/analytical reading method, alpha to omega phonetic and linguistic method and the use of ICT learning tools as a multisensory approach to teaching.

Field Research:

The study of each student took 15 days. The author observed the students, compiled their own prediction, took notes during their observations and reached their conclusions. The process was anonymized.

Student A: 6^th year of primary school (10-11 years old)

Student B: 3^rd year of primary school (7-8 years old)

Student C: 6^th year of primary school (11-12 years old due to the student repeating 1^st year of primary school)

Student D: 4^th year of primary school (8-9 years old)

3 Key learning Principles that were used in this Case Study to support learners with LD

1. Ιconographic method which leads to memorization of thematic spelling and the enriching of the visual vocabulary.
2. Linguistic method which contributes to the deeper comprehension of the linguistic structure, to teaching etymology, to the production and synthesis, the comprehension of the figurative and literal meanings of words and the realization of how to use words in the everyday vocabulary.
3. Alpha to Omega phonetic & linguistic method because it targets: (1) the development of reading, spelling and writing capabilities and (2) the development of the ability to create syllabuses, words, sentences and ideas that have a meaning.

Strategies used as part of Case Study

• Adapting instruction to various learning styles.
• Individualized Learning Plans.
• Guidance on creating and implementing individualized learning plans.
• Collaboration with support services and professionals.
• Strategies for modifying or creating teaching materials to suit different abilities.
• Creating a positive and supportive classroom environment.

Results and impact

Students get to develop their ability in learning foreign languages by focusing on learning phonetics via specialized modes of teaching or with a private tutor. Specialised classes that adjust the curriculum and evalution methods based on the needs of the students helps significantly.

Emotional support is also an important component.

A multisensory approach can directly improve the reading difficulties of students.

Why can this case study be useful for the project research?

• Focuses on the importance of using assistive technology in teaching – immersive and inclusive methods; accessibility.
• Employes a conclusive and multisensory approach giving equal footing to the emotional support provided to dyslexic students.

Transferability

The methods proposed for reading, writing and spelling can be transferred to teaching foreign languages.

Critical issues

Limitation of the study regard the restricted recognition of causes and characteristics usually seen on people with dyslexia and other learning disabilities, the way they are approached educationally & the urgent need to design new teaching programmes.