Abstract
The aim of the study is to design an effective instruction build on the Dick and Carey Model and game-based learning that enables an undiagnosed language learner of dyslexia, facing problems in vocabulary acquisition to acquire a pre-defined number of vocabularies in a given time. The method of the curriculum development study is based on a case study in a real-life context with quantitative and qualitative evidence that relies on multiple data collection tools such as checklist, interviews, questionnaire and report cards of the learner. The results of the study demonstrated that the capability of the dyslexic learner can be increased to acquire 55 vocabularies in a week, the same number expected from their peers. The performance increase of the learner can be attributed to a new method of learning English vocabulary through game-based learning supported with spaced repetition.
 Keywords: Instructional design, learning disability, dyslexic learners, game-based learning.
Highlights
The research problem in this study is on a 35-year-old undiagnosed adult learner of dyslexia, who is in a language preparatory school of a university and facing problems in vocabulary acquisition and is required to acquire a pre-defined number of vocabularies in a given time (55 words in a week), and is unable to do so
As Laflamme (1997) indicates, the importance of the problem derives from the fact that vocabulary knowledge is the single most important factor contributing to reading comprehension and academic success (Peeples et al, 2018)
In the research methodology of the quantitative case study, it is focused on the following research question: ‘does an instructional design based on the Dick and Carey Model increase English vocabulary acquisition of learners of dyslexia’? The curriculum development based on the case study illustrates how a learner’s weak vocabulary acquisition skills are related to her academic achievement
Summary
The research problem in this study is on a 35-year-old undiagnosed adult learner of dyslexia, who is in a language preparatory school of a university and facing problems in vocabulary acquisition and is required to acquire a pre-defined number of vocabularies in a given time (55 words in a week), and is unable to do so. As Laflamme (1997) indicates, the importance of the problem derives from the fact that vocabulary knowledge is the single most important factor contributing to reading comprehension and academic success (Peeples et al, 2018) In this connection, the aim of the study is to design an effective instruction build on the Dick and Carey Model and game-based learning that enables an undiagnosed language learner of dyslexia, facing problems in vocabulary acquisition that contributes reading comprehension and academic success, since there is a need for a design for individualised instruction to be implemented for selflearning, which could be generalised into group-based instruction both for English language learners with dyslexia as well as anyone experiencing difficulties in vocabulary acquisition. To ensure that dyslexic learners to benefit from inclusive education (Nijakowska, 2019), the method can be implemented to group-based instruction for anyone experiencing difficulties in vocabulary acquisition in a classroom setting without the need to change the content of a language curriculum
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