Keywords
Abstract
Dyslexia presents significant challenges for students learning a foreign language, particularly English, due to its complex spelling rules and inconsistent pronunciation. This article explores the neurological basis of dyslexia and its impact on language skills, including reading, writing, and comprehension. By reviewing existing research and gathering insights from 30 English language teachers across various educational institutions, this study identifies common difficulties faced by dyslexic learners and effective instructional strategies. The findings highlight the importance of multisensory learning, adaptive technology, and teacher training to enhance language acquisition for dyslexic students. Furthermore, this paper underscores the necessity of policy changes to support inclusive education and early diagnosis. The study concludes that a combination of tailored teaching approaches, technological assistance, and institutional support can create an equitable learning environment for students with dyslexia.
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