Educators’ perspectives on the effectiveness of dyslexia friendly strategies in two dyslexia friendly schools in Malta

Abstract

Dyslexia is a specific learning difficulty which causes problems with reading, writing and spelling. Research regarding the causes, identification and manifestation of dyslexia is extensive however it is generally agreed that problems with reading and spelling are the main challenges. As a result, students with dyslexia tend to experience considerable self-esteem issues often resulting in behavioural challenges in the classroom. This learning difficulty has become a subject of great concern for academics and professionals all around the globe since students with dyslexia require ongoing support and guidance whilst dealing with their diverse challenges.

By making use of a social constructivist approach, this research study sets out to investigate educators’ views on dyslexia and the effectiveness of dyslexia friendly teaching strategies in dyslexia friendly awarded schools in Malta. Through the use of in-depth semi-structured interviews with two members of the school management team and six primary educators this research investigates educators’ knowledge of dyslexia, the availability of DF resources and teachers’ awareness and familiarity with strategies and views on their effectiveness.

The findings resulting from this qualitative study indicate that the implementation of dyslexia friendly strategies has positively supported students with dyslexia in their learning and in their life at school. These multisensory teaching practices have provided students with opportunities to respond to teaching methods which are appropriate for their learning styles and which are supportive of their learning challenges. The participants reported that this has greatly contributed towards encouraging students to maintain a positive self-esteem. The findings indicate that the implementation of dyslexia friendly strategies in schools has provided evidence which should encourage all schools to become dyslexia friendly. Therefore, it is proposed that all schools should provide training for all teachers to become dyslexia friendly. Additionally, the outcomes of the study lead to the recommendation that all senior management team members should be made aware of the impact of DF strategies and adopt a structured plan for implementation so as to ensure that all students, especially those with dyslexia, are enabled to maximize their learning opportunities.