Investigating the impact of the multisensory phonics interventionr eading program on the reading skills in EFL students with dyslexia
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Date
2024
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University of Oum El Bouaghi
Abstract
Reading, spelling, and phonological processing issues are among the symptoms of dyslexia, a common learning problem that may severely limit a student's academic development and self-esteem. Educators have looked into a number of intervention programs targeted at helping dyslexic pupils with their reading in order to resolve these issues. The current study mainly aimed to assess to what extent a multisensory phonics intervention program serves to affect dyslexic pupils' reading abilities in an EFL (English as a Foreign Language) context. Using an experimental design and a quantitative methodology, this study examined the hypothesis that the multisensory phonics intervention would be more effective than conventional teaching techniques. A third-year class of middle school children from Oum El Bouaghi participated in the experiment. They were separated into two groups: the experimental group, which received multisensory phonics instruction, and the control group, which received regular reading instruction. In order to evaluate their progress, the pupils took a pretest as well as a posttest. Subsequently, the tests results were statistically analyzed to determine the significance of the data. The findings indicated that pupils in the experimental group improved their reading abilities noticeably more than those in the control group. These results imply that the multisensory phonics intervention program is more practical compared to conventional teaching strategies, especially when it comes to helping dyslexic pupils to read. As a result, confirming the hypothesis. Last but not least, it is recommended that educational institutions incorporate multisensory phonics methods into their curricula in order to better meet the needs of dyslexic pupils and elevate their overall academic achievement.