Investigating literacy skills in students with dyslexia in Malta : models of intervention, implications for teaching and inclusion

Abstract

The main focus of this exploratory qualitative research is to explore the educational experience of students with dyslexia in relation to the support they are given in view of the literacy-related difficulties they encounter. This research will seek to explore current strategies and existing barriers which may be negatively affecting learning. Such a study is important in order to raise awareness as to how the educational system can cater more adequately for students with dyslexia. A qualitative approach based on face-to-face, semi-structured interviews has been selected. The findings from the study show that although there is a general awareness amongst the participants as to the difficulties faced by students with dyslexia in school, as well as a general attempt at implementing class-based strategies to ensure effective inclusion of these students, students with dyslexia are still facing difficulties when it comes to accessing learning and being fully engaged in literacy-based tasks. The main conclusion is that further involvement of all stakeholders in ongoing training, designing a curriculum which is more accessible to all and adopting a hands-on approach to learning, will increase access to learning, not only for students with dyslexia but for all students.