Abstract
This research focuses on discerning the reading barriers faced by dyslexic English learners at Ahmad Pur Sial, Special Education Center in Jhang, employing a qualitative methodology. The study selects students in the first and second grades of the Govt. Special Education Centre in A.P. Sial, Jhang. Data collection methods include on-site observation and semi-structured interviews conducted with two female teachers and the principal. The outcomes of the research unveil diverse reading challenges facing dyslexic learners, encompassing phonological dyslexia, visual dyslexia, dysphonic dyslexia, rapid naming deficit, and double deficit. The study underscores significant implications for the effective pedagogy of special children within educational institutions.
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