Phonics and Instruction in Reading Comprehension for Pupils with Dyslexia: Six Literacy Teachers’ Perspective
Phonics and Instruction in Reading Comprehension for Pupils with Dyslexia: Six Literacy Teachers’ Perspective
Author(s): Blagovesta Troeva_ChalakovaSubject(s): Social Sciences, Education, Sociology, School education, Vocational Education, Adult Education, Higher Education , State/Government and Education, Social development, Social differentiation, Family and social welfare, Social Informatics, Social Norms / Social Control, Globalization, Inclusive Education / Inclusion
Published by: Национално издателство за образование и наука „Аз-буки“
Keywords: dyslexia; phonics; reading comprehension; teachers; English
Summary/Abstract: The paper presents the perspectives of six literacy teaching professionals on the use of phonics and reading comprehension in the instruction of English to pupils with dyslexia. Although synthetic phonics is one of the major components of intervention work for children with reading difficulties, reservations for its panace alike attitudes have been expressed combined with a recommendation for a shift away from individual sound instruction towards work on larger sublexical and lexical units. Enhancing reading comprehension skills has been identified as an important element of reading instruction, though underestimated by some of the respondents in the study, and in spite of it not being normally compromised in pupils with dyslexia. The overuse of books based on regular phonetic patterns is strongly criticized as it deprives children of involvement with the text and do not reflect natural language.
Journal: Педагогика
- Issue Year: 92/2020
- Issue No: 4
- Page Range: 475-486
- Page Count: 11
- Language: English
- Content File-PDF