Exploring teaching strategies that increase reading self-efficacy of students with dyslexia
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ID: 285921
2023
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Abstract
This research paper explored different teaching strategies that increase reading self-efficacy of students with dyslexia the perspectives of special education teachers in the Philippines as they navigate the development and execution of teaching strategies for students with dyslexia. The study involved twelve teachers from various locations, and the data analysis was conducted using narrative analysis. The research identified twelve themes, including the importance of self-efficacy, motivation strategies, and the use of specific teaching programs. Drawing from existing studies, the paper discussed the need for additional support for students with dyslexia and the impact of teacher training on self-efficacy. The paper's core focused on the effectiveness of teaching strategies, particularly those rooted in the Orton-Gillingham and Slingerland methodologies. The findings reveal that these strategies, aligned with Bandura's Self-Efficacy Theory, contribute to emotional well-being, cognitive processes, and positive behavioral outcomes for students with dyslexia. The paper emphasizes the practical implications for educators and the crucial role of comprehensive teacher training. The teacher-reported outcomes demonstrate improvements in students' ability to work independently, increased motivation, comfort, inclusivity, and confidence in problem-solving. The strategies also align with evidence-based practices, ensuring a solid theoretical foundation. The study concludes by highlighting the holistic approach of teachers in creating a positive learning environment and fostering both mic and emotional growth in students with dyslexia.
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| Authors | Magno, Eunice Anne Manaligod |
| Journal | Malay Journal |
| Year | 2023 |
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| Keywords | Keywords not found |
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