Learning Models and Research Approaches towards teaching Students with Dyslexia: Analyzing Primary School Students

ACKNOWLEDGEMENT

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DECLARATION

I , hereby declare to the best of my knowledge that all the contents of this thesis represent my personal authentic work, and that no such thesis has been previously submitted for any academic examination or any other qualification. Additionally, it is a representation of my own personal opinions, and does not have anything to do with those of the University.

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Abstract

Dyslexia is largely viewed as the particular form of the Specific Learning Difficulty (SLD) (Riddick, 1999). Extensive research has been carried out with respect to the Dyslexia among children and the primary students in the past years that include different perspectives of this disorder like causes, diagnosis and nature of this disorder (Reinsel, 2001). Little is known about the phenomenon of the lived experiences of the primary schools students suffering with dyslexia beyond their challenges with reading and spelling. In addition, the relationship between significant learning events and the meaning primary student's with dyslexia attribute to them is also unknown. Dyslexia is the disorder that is associated with the disability of writing, reading, listening and speaking. It is inability of the children in the selection of correct words while speaking. The disorder is particularly common among the boys. The study will analyse students of the primary schools suffering from Dyslexia that affect their school performance in various manner. A plethora of researchers have investigated the phenomenon of students who have normal intelligence and adequate listening comprehension but who still fail to learn to read and write proficiently. One reason for this failure is that some of these students cannot automatically recognize words, which is characteristic of a specific reading disability termed dyslexia. Additional characteristics of dyslexia are extreme difficulty decoding unfamiliar words, frequent and atypical spelling errors, and extremely slow, dysfluent reading.

TABLE OF CONTENTS

ACKNOWLEDGEMENTII

DECLARATIONIII

ABSTRACTIV

CHAPTER 01: INTRODUCTION1

1.1 Background of the Study1

1.2 Problem Statement3

1.3 Aims of the Study3

1.4 Objectives of the Study3

1.5 Significance of the Study4

1.6 Rationale of the Study4

1.7 Purpose of the Study4

1.8 Research Questions4

CHAPTER 02: LITERATURE REVIEW6

2.1 Theoretical Framework6

2.1.1. Social-cognitive learning theory8

2.1.2. Cognitive field learning theory8

2.1.3. Compare the social-cognitive theory and cognitive field learning theory9

2.2 Overview of Dyslexia9

2.2.1. Adult Dyslexia10

2.2.2. Causes of Dyslexia11

2.2.3. Effects of Dyslexia11

2.3 Challenges for Students with Dyslexia12

2.4 Opportunities for Student with Dyslexia14

2.5 Past Studies on Dyslexia15

2.6 Learning Models19

2.6.1. Phonological Awareness23

2.6.2. General23

CHAPTER 03: METHODOLOGY26

3.1 Introduction26

3.2 Research Philosophy26

3.3 Research Approach27

3.4 Research Method28

3.5 Research Design28

3.6 Proposed Approach to Primary Research28

3.7 Role of Qualitative Approach29

3.8 Secondary Sources29

3.9 Reason for Conducting Secondary Research30

3.10 Data Collection Method30

3.11 Qualitative Data Analysis30

3.12 Research Population30

3.13 Underlying Assumptions31

3.14 Ethical Considerations31

REFERENCES32

CHAPTER 01: INTRODUCTION

Dyslexia is largely viewed as the particular form of the Specific Learning ...