Implementing Multisensory Strategies in EFL Classrooms for Dyslexic Learners: A Qualitative Case Study.

Abstract

The process of learning English as a foreign language (EFL) is complicated and calls for the development of several linguistic skills, such as phonological awareness, vocabulary, reading comprehension, spelling, and written communication. Due to abnormalities in phonological processing, decoding skills, and language-related cognitive processes, learners with dyslexia may face considerable obstacles even if many kids effectively acquire these skills through traditional instructional approaches (Shaywitz, 2003). These difficulties show the necessity for instructional strategies that acknowledge individual learning differences and offer suitable educational support rather than limitations in intelligence or drive. One of the most well-known specialized learning impairments influencing literacy development is dyslexia. Shaywitz (2003) states that the main symptoms of dyslexia are difficulties correctly and fluently identifying written words, which are often linked to phonological processing deficiencies. Dyslexia's effects can become even more complicated when learners pick up a second language, despite the fact that it is frequently discussed in relation to the development of first-language literacy. The uneven relationship between spelling and pronunciation in English makes word recognition and decoding more difficult for dyslexic learners (Ehri, 2020).