Teachers` experiences of supporting children with dyslexia within the classroom

Abstract

Dyslexia affects students' academic performance, particularly in reading, writing and information processing, presenting significant challenges for primary school students to keep pace with their schoolwork without adequate support. In Malta, however, there is a lack of clarity regarding how teachers assist students with dyslexia in primary classrooms. This study aimed to analyse the strategies employed by teachers to support these students, with the ultimate goal of offering practical insights that will help educators better accommodate and assist students with dyslexia in their daily academic activities. The research used a qualitative approach, which is effective for gathering and evaluating the personal experiences of primary teachers. Taking a constructivist perspective allowed for understanding the behaviours and difficulties of students with dyslexia from the primary teachers' point of view. The research design allowed participants to freely share their experiences, opinions, and unique viewpoints. The researcher engaged with 12 primary school teachers, in Malta, in semi-structured in-depth interviews to share their perspectives and experiences. The interviews were transcribed and analysed thematically and resulted in four overarching themes: (1) background and training, (2) experience in supporting students with learning difficulties, (3) methodologies/resources, and (4) challenges. The findings of this study reveal that while teachers generally understand the challenges that students with dyslexia face in school and actively integrate strategies to support them, students still encounter barriers to accessing learning. The study highlights the benefits of involving all educators in ongoing training, leading to developing a more inclusive curriculum. This, in turn, may enhance learning accessibility for all students, not just those with dyslexia, and may foster a more inclusive and effective learning environment.