Language teaching methods to dyslexics acquiring English as a second language


Shini Unni


Navis Nihongo Centre, Bangalore, India


Dyslexia is a language learning disorder that results in deficits in reading, spelling (Balise, Black, Nussbaum, Oakland Stanford 1998). The primary question in the scientific community is “What causes dyslexia?” However, medical science has discovered that dyslexia is not a disease with a cure. Keeping those conditions, it highly demands that only teachers can assist students with dyslexia at its early stage. The research focuses on the specific English language teaching techniques to understand the process and linguistic abnormalities of Indian dyslexic students. The study was undertaken in a reputed school in Ahmedabad district, India composed of 20 male voluntary dyslexic students, ages ranging from 12-15. It mainly investigated the teaching provision and performance differentiation of Indian dyslexics. In order to understand teaching as well as learning behaviour within the organizational systems, the researcher has chosen the Phonological Deficit Hypothesis (PDH) and Activity theory as a theoretical framework for the data collection and analysis. The main purpose of this research is to investigate how Indian students with dyslexia can get better provisions from teachers and also informing ESL teachers with improved teaching strategies.


dyslexics; English Language teaching; Phonological deficit hypothesis; activity task; dyslexic difficulties

Publication Date

October 1, 2014


Volume 4, Issue 1

Citation information

Unni, Shini. 2014. “Language teaching methods to dyslexics acquiring English as a second language.” Language. Text. Society 4 (1): e27-e40. (Journal title at the time of publication: SamaraAltLinguo E-Journal.)


author = {Unni, Shini},
title = {{Language teaching methods to dyslexics acquiring English as a second language}},
journal = {Language. Text. Society},
year = {2014},
volume = {4},
number = {1},
pages = {27–40},
url = {},


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