Abstract
The present research aims at investigating the potential of indigenously developed computer-assisted reading materials for teaching the English language to dyslexic students of elementary level in Pakistani mainstream schools. In doing this, grade VI students from a public school were screened using the Learning Disabilities Checklist. Twenty purposively selected participants with a checklist score of 50% or more formed the study sample. Computer-assisted reading materials were designed in the light of Mayer's (2005) Cognitive Theory of Multimedia Learning. A two-week treatment was administered to the students in the computer lab of a public high school. Data collected from the pretest and post-test scores of the participants were analyzed using descriptive statistics and paired sample t-test. The study's findings reveal the efficacy of specifically designed computer-assisted reading materials for teaching the English language to Pakistani mainstream school dyslexic students of elementary level.
Highlights
Pakistan is a country with diversity in language and culture
The present research aims at investigating the potential of indigenously developed computer-assisted reading materials for teaching the English language to dyslexic students of elementary level in Pakistani mainstream schools
Acquired dyslexia is common among people who acquire dyslexia after some trauma, while developmental dyslexia is the general type of dyslexia---- neurological in origin with problems inaccurate or fluent word recognition, decoding, and spelling abilities (Livingston, Siegel & Ribary, 2018)
Summary
Pakistan is a country with diversity in language and culture. Urdu is the national language (Seifi, 2015), a proficiency in the English language is the key to success, prosperity, and higher social prestige (Ahmad, 2016). Existence of dyslexia in Pakistan has been pointed out by several studies (Ashraf & Majeed, 2011; Malik, Mufti, & Akhtar, 2013; Asharf & Najam, 2017; Khalid & Anjum, 2019) the exact number of dyslexic students are not available, in part due to the absence of screening facilities (Rehman & Arif, 2006; Ashraf & Majeed, 2011; Farukh & Vulchanova, 2014; Asharf & Najam, 2014, 2017). A few studies on computer-assisted materials development for teaching English to mainstream students are available (Irshad, 2008; Waheed, 2012; Anjum, 2012; Hussain, 2016); but the field of computer-assisted materials development for teaching English reading to dyslexic students remains unexplored. What is the effect of computer-assisted reading materials on the English language performance of dyslexic students at the elementary level?
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