Phonological instruction, however, needs to be accompanied by the development of comprehension skills and presented within a rich language environment. The phonological deficit hypothesis of dyslexia determines the present day focus on phonics targeting the primary area of difficulties experienced by learners with dyslexia – decoding. Taking into account the variations of each learner's profile, the author concludes that accommodating the reading instruction to meet each student's individual needs is what teachers should aim at in order to secure the most inclusive learning environment.ĭyslexia is a specific learning difficulty which resist s conventional teaching methods. Additional principles guiding instruction are identified and discussed – multisensory teaching, the role of context, mixed-ability grouping, reinforcement, overlearning and metacognition. It suggests that comprehension developing activities alongside the development of phonological skills should not be underestimated. Drawing on research on reading interventions, the paper discusses the focus given to structured phonics presented in a rich language environment. Next, it identifies the areas of reading acquisition that are most frequently affected in dyslexia, acknowledging the complex and inhomogeneous nature of this specific learning difficulty. It starts with an analysis of some of the most influential theories of reading development in languages with an alphabetic orthography and the implications they have for teaching reading skills. The paper explores the strategies applied in teaching reading skills to pupils with the dyslexia.
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