Abstract:
Dyslexia is a distinctive learning difficulty that affects reading and language processing,
posing significant challenges for learners, particularly in English as a Foreign Language
(EFL) contexts. This study investigated the efficacy of phonological awareness instruction as
an intervention technique to improve reading abilities in dyslexic learners within an EFL
setting. The theoretical foundation of the research draws on Cognitive Load Theory, Dual Code
Theory, and Multisensory Language Education Theory. A mixed-method explanatory
sequential design was employed, integrating both quantitative and qualitative approaches to
comprehensively assess the impact of the intervention.
The study involved 41 participants: 20 dyslexic learners in an experimental group who received
targeted phonological awareness instruction, and 20 dyslexic learners in a control group who
followed traditional reading methods. Additionally, one special education teacher assisted the
researcher with classroom observations and administering two tests: The Bangor Dyslexia
Test and the Rapid Automatized Naming Test. Quantitative data were analysed using
inferential statistics via SPSS, while qualitative data were thematically analysed using Atlas.ti
software.
The findings revealed a strong correlation between phonological awareness instruction and
the improvement of reading skills among Grade 3 EFL dyslexic learners. The study concluded
that the success of the intervention is influenced by explicit instruction, a supportive learning
environment, and recognition of individual learning styles. Future research may explore the
role of morphological awareness in enhancing word-level understanding for EFL dyslexic
learners
