Development of a module in teaching beginning readers with Dyslexia

Abstract

The primary purpose of this study was to develop a module in teaching beginning readers with dyslexia ages 7-12 years old and in the grade 1-6 level. To establish an empirical basis in creating this module, the Input-process-output (IPO) model was applied. The DepEd curriculum guide was the reference in identifying the specific learning competencies in reading. Reading textbooks, existing modules, and printed or online copy approved by the Department of Education was also used as additional references in creating this teaching module. A key information Interview (KII) through Zoom was conducted to determine the context, experiences, and feedback of teachers in terms of teaching reading specifically to children with reading difficulty or dyslexia. Results of the KII was the basis in determining the content and design of the module. The participants of the KII were Grade 1 to 6 special and regular teachers coming from both public and private schools in the Western part of Iloilo and Guimaras. Data gathered from the KII were transcribed and analyzed through thematic analysis which generated four final themes. These themes were: (1) lessons and materials in phonetics, (2) engagement and interactive activities, (3) scaffolding and task analysis, and (4) phonetics difficulty.