شبكة المعلومات العربية التربوية

Pupils with dyslexia have trouble with language skills involving speech sound (phonological), print (orthographic) processing and in building pathways that connect speech with print. Thus, the current research aimed at investigating the effect of using a proposed multisensory structured EFL program on developing dyslexic primary pupils’ skills of phonological awareness and spelling. The proposed program employed various multisensory strategies including visual, auditory, kinesthetic and tactile strategies which support the connection of oral language with visual language symbols. Participants of the research were (15) third year primary dyslexic pupils. They were diagnosed and selected based on adopting and using Stanford-Binet Intelligence Scale, 4th Edition (SB-IV) and the dyslexia Screening Test- DST, adopted from Fawcett, and Nicolson (1996). Other instruments designed and used for assessing pupils’ phonological awareness skills and spelling included a phonological awareness test and a spelling test with a rubric for scoring pupils’ spelling. The quasi-experimental design was adopted in which the participants were assigned into two groups: a control group (studied through the regular English class) and an experimental group (studied through the multisensory structured EFL program). Results revealed that the experimental group students outperformed their counterparts of the control group in the target EFL phonological awareness skills and spelling due to the use of the proposed program. (Published abstract)