Inclusive classroom strategies for raising the achievement of students with dyslexia.

Abstract

The purpose of this research overview is to analyse literature on dyslexia and to identify and evaluate a range of inclusive classroom strategies which can influence the educational achievement of students with dyslexia. Tunmer and Greaney (2010) define dyslexia as “persistent learning difficulties” (p. 239) which present in “otherwise typically developing children, despite exposure to high quality, evidence-based literacy instruction and intervention” (p. 239). The difficulties arise due to a lack of phonemic awareness, key skills required to access literacy (2010). According to Mills (2018) there is no “quick fix or one prescribed intervention” (p. 38) to remediate dyslexia. This research overview provides an analysis of four studies followed by an evaluation of strategies suggested to improve learning outcomes for students with dyslexia. It concludes with key recommendations for inclusive practices which teachers could use to ensure students with dyslexia have the same opportunities to achieve as their peers.