Open AccessThe Implementation of Differentiated Instruction in English Language Learning to Students with Dyslexia in A’ Senior Class (A1) in an English Language Center: Action Research
Author(s) -
Xanthoula Evangelia Nikolaou,
Dr.Makrina Zafiri,
Dr.Vassiliki Pliogou
Publication year - 2017
Publication title -
journal of studies in education
Language(s) - English
Resource type - Journals
ISSN - 2162-6952
DOI - 10.5296/jse.v7i3.11495
Subject(s) - mathematics education , action research , class (philosophy) , differentiated instruction , dyslexia , psychology , action (physics) , scale (ratio) , english as a foreign language , english language , center (category theory) , pedagogy , qualitative research , control (management) , linguistics , sociology , computer science , reading (process) , geography , chemistry , philosophy , physics , cartography , quantum mechanics , artificial intelligence , crystallography , social science
The purpose of this study is to investigate the implementation of differentiated instruction as a means of teaching English tο children with dyslexia (A’ senior level) at a private English Language Center, located in the suburbs of the city of Thessaloniki, in Greece. For the present action research, three ten-year-old male students participated in ten lessons designed according to the principles of differentiated instruction. The lessons took place once a week for one hour and they lasted for two and half months. The methodology used for this small scale search, was qualitative, as semi-structured interviews were applied to both the students and their mothers. According to the findings of this small scale action research study, the method of differentiated teaching is an effective method of teaching a foreign language to students with dyslexia.