Historical Practices Of Phonological Role To Develop Reading Skills For English Language Learners With Dyslexia

Abstract

Reading skills are a set of supporting components related to a person's capability to read, understand, interpret, and decode written texts. Developing reading skills improves the acquisition of other skills, such as listening, speaking, writing, vocabulary, grammatical structures, and spelling. Reading for students with dyslexia could be impacted by issues with phonological components. This study examines research that discusses the reading skills of students with surface and phonological dyslexia. This study examines dual route theory to prove that the route of lexical or non-lexical reading was the main cause of reading problems among dyslexic students. Specifically, the branches of this theory were examined to observe what methods allow educators and others to address the needs of students with surface and phonological dyslexia. This study explores the assessments enabling educators to test the effectiveness of instructional strategies for students with surface dyslexia and phonological dyslexia, namely, Abecedarian Reading Assessment and the Thrass Assessment, respectively.