Dyslexia and Inclusion: Triple R Model for Teaching Vocabulary to Dyslexic and Regular English Language Learners Co-Existing in the Mainstream Classroom. (Case Study)

Abstract

Dyslexia is a learning disability that primarily affects language skills such as reading, writing, and spelling. Due to the lack of awareness and expertise on the condition, dyslexic learners face numerous academic, social, and emotional complexities. The purpose of this case study was to design an instructional model to teach vocabulary to both dyslexic and regular ELLs in the mainstream classroom. To develop the instructional model secondary and primary data were collected. Foe the primary data collection two subject matter experts, experienced teachers, and dyslexic learners were selected employing purposive sampling and data was collected using questionnaires, interviews, and observations. Data was analyzed using thematic analysis. This study resulted in proposing the Triple R model; an original instructional model designed by the researcher. The findings of the study revealed several objectives an instructional model to teach both dyslexia and regular ELLs in the mainstream classroom should achieve, Further, findings also proposed that information processing theory, a right-brain approach, dyslexic and inclusive strategies would be beneficial to develop an instructional model. Finally, the Triple R model was developed by the researcher taking the challenges, needs, and goals of dyslexic learners into account and incorporating information processing theory, a right-brain approach and dyslexic-friendly, and inclusive strategies emerged in the data analysis. In mainstream English classrooms where the dyslexic population does not benefit from regular teaching methods teachers, schools, and educational decision-makers can adopt the Triple R model to help both regular and dyslexic ELLs simultaneously.