Phonology-based reading instruction to improve dyslexic students’ early reading ability
Dyslexic students struggle to learn how to read. Yet, few studies reported on how dyslexic students learn to read. In this respect, special education teachers have adopted a myriad of ways to overcome dyslexic students’ reading problems. To respond to this need, the purpose of this study is to exami...
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doaj-d47671c0f7964c889274d110df72d30b2020-11-25T02:33:57ZengUniversitas Pendidikan IndonesiaIndonesian Journal of Applied Linguistics2301-94682502-67472019-09-019244346210.17509/ijal.v9i2.2024210537Phonology-based reading instruction to improve dyslexic students’ early reading abilityRanti Novianti0S. Syihabuddin1Endang Rochyadi2Department of Special Education, Faculty of Teacher Training and Education, Universitas Islam Nusantara, Bandung, West JavaFaculty of Language and Arts, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229 Bandung, West JavaDepartment of Special Education, School of Postgraduate Studies, Universitas Pendidikan Indonesia,Jl. Dr. Setiabudhi No. 229 Bandung, West JavaDyslexic students struggle to learn how to read. Yet, few studies reported on how dyslexic students learn to read. In this respect, special education teachers have adopted a myriad of ways to overcome dyslexic students’ reading problems. To respond to this need, the purpose of this study is to examine how phonology-based reading instruction could help dyslexic students improve their early reading abilities. Grounded in a mixed methods research design, four dyslexic students of primary school were recruited to participate in this study. The results of the study showed that the phonology-based reading instruction had a positive impact on improving the dyslexic students’ early reading abilities, particularly in Bahasa Indonesian-medium reading texts. This suggests that phonology-based reading instruction could effectively be implemented if special education teachers could enact phonological instruction as a prerequisite for identifying the students’ early reading ability and phonics instruction as an instructional reinforcement for building students’ early reading repertoire.https://ejournal.upi.edu/index.php/IJAL/article/view/20242dyslexiaearly readingphonological awarenessspecial education |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Ranti Novianti S. Syihabuddin Endang Rochyadi |
spellingShingle |
Ranti Novianti S. Syihabuddin Endang Rochyadi Phonology-based reading instruction to improve dyslexic students’ early reading ability Indonesian Journal of Applied Linguistics dyslexia early reading phonological awareness special education |
author_facet |
Ranti Novianti S. Syihabuddin Endang Rochyadi |
author_sort |
Ranti Novianti |
title |
Phonology-based reading instruction to improve dyslexic students’ early reading ability |
title_short |
Phonology-based reading instruction to improve dyslexic students’ early reading ability |
title_full |
Phonology-based reading instruction to improve dyslexic students’ early reading ability |
title_fullStr |
Phonology-based reading instruction to improve dyslexic students’ early reading ability |
title_full_unstemmed |
Phonology-based reading instruction to improve dyslexic students’ early reading ability |
title_sort |
phonology-based reading instruction to improve dyslexic students’ early reading ability |
publisher |
Universitas Pendidikan Indonesia |
series |
Indonesian Journal of Applied Linguistics |
issn |
2301-9468 2502-6747 |
publishDate |
2019-09-01 |
description |
Dyslexic students struggle to learn how to read. Yet, few studies reported on how dyslexic students learn to read. In this respect, special education teachers have adopted a myriad of ways to overcome dyslexic students’ reading problems. To respond to this need, the purpose of this study is to examine how phonology-based reading instruction could help dyslexic students improve their early reading abilities. Grounded in a mixed methods research design, four dyslexic students of primary school were recruited to participate in this study. The results of the study showed that the phonology-based reading instruction had a positive impact on improving the dyslexic students’ early reading abilities, particularly in Bahasa Indonesian-medium reading texts. This suggests that phonology-based reading instruction could effectively be implemented if special education teachers could enact phonological instruction as a prerequisite for identifying the students’ early reading ability and phonics instruction as an instructional reinforcement for building students’ early reading repertoire. |
topic |
dyslexia early reading phonological awareness special education |
url |
https://ejournal.upi.edu/index.php/IJAL/article/view/20242 |
work_keys_str_mv |
AT rantinovianti phonologybasedreadinginstructiontoimprovedyslexicstudentsearlyreadingability AT ssyihabuddin phonologybasedreadinginstructiontoimprovedyslexicstudentsearlyreadingability AT endangrochyadi phonologybasedreadinginstructiontoimprovedyslexicstudentsearlyreadingability |
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