The Impact of Phonological Awareness Instruction to Improve Reading among Grade 3 EFL Dyslexic Learners: An Intervention Mixed-Method Research in One Mainstream Primary School in Maseru

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