CHAPTER ONE

INTRODUCTION

1.1       Background to the study

English language is used as the medium of instruction in the school and one of important or compulsory subject that must be learnt in school. In teaching and learning of English language it involve many aspects such as: reading, writing, speaking and listening. These domains of language acquisition need to be exercised across content areas daily. Reading and writing are pervasive across grades and curricula.

Virtually every subject requires some reading and/or writing in English. Therefore, it is not a surprise that dyslexia can affect learning in all subject areas especially in English language Underlying deficits in accessing written text, reading fluency, spelling, written expression, organizing, following written directions, sequencing, using working memory (needed for problem solving), and visual processing (especially critical for worksheets, textbooks, and tests) can affect learning in different subjects in different ways.

As a consequence of their reading difficulties, students with dyslexia are forced to compensate for their weaknesses by following their peers, verbally processing information, relying on rote memorization, and using hands-on/experiential learning contexts.

It should be noted that students with dyslexia may exhibit particular strengths with regard to each subject area. Many dyslexics are exceptionally gifted in one or more of the following areas: thinking “outside-the-box” in terms of problem-solving, creativity, hands-on learning, and sports. Many have strengths in their verbal skills, visual-spatial skills, social skills, memory, and music.

Students’ reactions to a diagnosis of dyslexia are as varied as their experiences of it. Many students have been diagnosed whilst at school, and have benefited from good support. These students often have a clear understanding of their areas of weakness, and have developed strategies to manage these. Nevertheless, fatigue and frustration are common, together with a lack of confidence in their own ability. Students whose difficulties have not been identified until later in life may experience more negative emotions such as panic, stress, anxiety and low self-esteem. This may be particularly true for mature students, some of whom will have had very negative experiences of education earlier in life.