Inclusive practices for dyslexic language learners: an intervention study in the Greek EFL setting

Abstract

Although research has shown that 1 out of 10 learners might have a learning difficulty such as dyslexia, there is still a dearth of evidence on the teaching approaches that can support dyslexic learners in language settings. The present study explores the impact of inclusive practices (dyslexia‐friendly), on dyslexic and non‐dyslexic pupils in classes where English is taught as a Foreign Language (EFL). The context is Greek primary education. Data from interviews, observations and focus groups were collected pre‐ and post‐intervention to explore potential changes in all EFL pupils' motivation and performance and establish the nature of these. Although positive changes were shown in the motivation of both groups (dyslexic and non‐dyslexic pupils) fewer gains were shown in their performance. Findings suggest that evidence‐based interventions can enrich the field of inclusion for language learners with dyslexia and pose the need for inclusive developments in the context of language pedagogy.