International Association of Educators   |  ISSN: 1308-9501

Original article | International Journal of Educational Researchers 2020, Vol. 11(3) 1-7

Understanding Issues in Dyslexic learners’ Pedagogy, the Role of Assistive Technology, and its Challenges

Saima Khan

pp. 1 - 7   |  Manu. Number: MANU-2008-31-0005

Published online: September 30, 2020  |   Number of Views: 187  |  Number of Download: 487


Globally, 5 to 10 % of the total population is suffering from dyslexia. Since dyslexia is considered as an educational problem, with difficulties that focus on weaknesses in the acquisition of literacy skills, the main emphasis of assistance should be educational and must concentrate on improving those skills. Thus, such a language learning disability incurs fatal impediments in developing efficient language abilities both within and outside the academic realm. To overcome these difficulties early intervention is a prerequisite. The awareness level of dyslexia among masses is ever more decreasing, resulting in delayed diagnosis and remediation. In an attempt to assist in this direction, the present paper provides insights about language learning disabilities – dyslexia in particular, its characteristics, causes, as well as manifestations. By adopting a descriptive research methodology, the paper investigates the challenges dyslexia generates for academic literacy development and English language pedagogy. Further, the purpose of this study is to elaborate upon the affective as well as the psychological problems dyslexic learners struggle with and their contemporary challenges. This study also highlights and suggests ways of proven assistance for learners coping with dyslexia. Therefore, this paper is an attempt to offer a holistic review of language learning disabilities and aims at increasing awareness for early diagnosis of dyslexia and its treatment to a great extent.

Keywords: Dyslexia, language acquisition, language pedagogy, psychological factors, assistive technology.

How to Cite this Article?

APA 6th edition
Khan, S. (2020). Understanding Issues in Dyslexic learners’ Pedagogy, the Role of Assistive Technology, and its Challenges . International Journal of Educational Researchers, 11(3), 1-7.

Khan, S. (2020). Understanding Issues in Dyslexic learners’ Pedagogy, the Role of Assistive Technology, and its Challenges . International Journal of Educational Researchers, 11(3), pp. 1-7.

Chicago 16th edition
Khan, Saima (2020). "Understanding Issues in Dyslexic learners’ Pedagogy, the Role of Assistive Technology, and its Challenges ". International Journal of Educational Researchers 11 (3):1-7.

  1. Alexander-Passe, N. (2006). How dyslexic teenagers cope: An investigation of self-esteem, coping and depression. Dyslexia, 12, 256-275. [Google Scholar]
  2. British Psychological Society. (1999). Dyslexia, Literacy and Phonological Assessment: Report of a Working Party of the Division of Educational and Child Psychology of the British Psychological Society. Leicester: BPS. [Google Scholar]
  3. Burden, R. (2008). Is dyslexia necessarily associated with negative feelings of self-worth? A review and implications for future research. Dyslexia, 10, 188-196. [Google Scholar]
  4. Burnett, P. C. & McCrindle, A. R. (1999). The relationship between significant others’ positive and negative statements, self-talk and self-esteem. Child Study Journal, 20(1), 39-48. [Google Scholar]
  5. Carroll, J.M. & Lies, J.E. (2006). An assessment of anxiety levels in dyslexic students in higher education. British Journal of Educational Psychology, 76, 651-662. [Google Scholar]
  6. Feifer, Steven G. (1998). Neuropsychological features of dyslexia. In Annual National Convention of the National Association of School Psychologist. Orlando, FL. Retrieved from [Google Scholar]
  7. Hallahan, D. P., & Mercer, C. D. (2001). Learning-disabilities: Historical perspectives (Executive Summary). Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center. [Google Scholar]
  8. Humphrey, N. (2001). Teacher and pupil ratings of self-esteem in developmental dyslexia. British Journal of Special Education, 29(1), 29-36. [Google Scholar]
  9. Humphrey, N., & Mullins, P. M. (2002). Personal constructs and attribution for academic success and failure in dyslexia. British Journal of Special Education, 29(4), 196-203. [Google Scholar]
  10. Ingesson, S. G. (2007). Growing up with dyslexia: Interviews with teenagers and young adults. School Psychology International, 28(5), 574-591. [Google Scholar]
  11. Johnson, D. J. & Myklebust, H. R. (1967). Learning Disabilities: Educational Principles and Practices. New York: Grune & Stratton, Inc. [Google Scholar]
  12. Kalyanpur, M. (2018). Understanding language disability and dyslexia in the Indian educational context. Retrieved from context/#:~:text=In%20the%20last%20ten%20years,2012)%20with%20a%20corresponding%20upsurge [Google Scholar]
  13. Khan, S. (2019). Using computer assisted language learning (CALL) to overcome language disability: Challenging dyslexia (Unpublished master dissertation). Aligarh Muslim University, India. [Google Scholar]
  14. Kirk, S. A. (1962). Educating exceptional children. Boston: Houghton Mifflin. [Google Scholar]
  15. Klassen, R. M., & Lynch, S. L. (2007). Self-efficacy from the perspective of adolescents with LD and their specialist teachers. Journal of Learning Disabilities, 40(6), 494-507. [Google Scholar]
  16. Lerner, J. W. (1976). Children with learning disabilities. (2nd ed.). Boston: Houghton Mifflin. [Google Scholar]
  17. Long, L., MacBlain, S. & MacBlain, M. (2007). Supporting students with dyslexia at the secondary level: an emotional model of literacy. Journal of Adolescent and Adult Literacy, 51(2), 124-134. [Google Scholar]
  18. Lyon, G. R. (1998). Overview of reading and literacy initiatives (Report to Committee on Labor and Human Resources, U.S. Senate). Bethesda, MD: National Institute of Child Health and Human Development, National Institutes of Health. [Google Scholar]
  19. McCarthy, R. A. & Warrington, E. K. (1990). Cognitive neuropsy: A clinical introduction. New York: Academic Press, Inc. [Google Scholar]
  20. Nalavany, B. A., Carawan, L., & Brown, L. (2011). Considering the role of traditional and specialist schools: Do school experience impact the emotional well-being and self-esteem of adults with dyslexia?. British Journal of Special Education, 38(4), 191-200. [Google Scholar]
  21. Orth, U., Robins, R. W., Trzesniewski, K. H., Maes, J., & Schmitt, M. (2009). Low self-esteem is a risk factor for depressive symptoms from young adulthood to old age. Journal of Abnormal Psychology, 118, 472-478. [Google Scholar]
  22. Orton, S. T. (1939). A neurological explanation of the reading disability. Education Record, 12, 58-68. [Google Scholar]
  23. Pennington, B. F. (2006). From single to multiple deficit models of developmental disorders. Cognition, 101, 385-413 [Google Scholar]
  24. Pennington, B. F., & Gilger, J. W. (1996). How is dyslexia transmitted? In C. H. Chase, G. D. Rosen, & G. F. Sherman (Eds.), Developmental dyslexia: Neural, cognitive, and genetic mechanisms (pp. 41-61). Baltimore, MD: York Press. [Google Scholar]
  25. Ramus, F., Rosen, S., Dakin, S. C., Day, B. L., Castellote, J. M., White, S., & Frith, U. (2003). Theories of developmental dyslexia: insights from a multiple case study of dyslexic adults. Brain, 126, 841-865. [Google Scholar]
  26. Riddick, B. (1995). Dyslexia and development: An interview study. Dyslexia, 1, 63-74. [Google Scholar]
  27. Sharan, N. (2014). Computer: A tool for assisting students having dyslexia. Retrieved from [Google Scholar]
  28. Shultz, J. (2013). The dyslexia-stress-anxiety connection, 1-4. Retrieved from IDA website, [Google Scholar]
  29. Snowling, M. (2000). Dyslexia. (2nd ed.). London: Blackwell Publishers. [Google Scholar]
  30. Snowling, M., & Stackhouse, J. (1996). Dyslexia speech and language: A practitioner's handbook. San Diego, CA: Singular Publishing Group, Inc. [Google Scholar]
  31. Torgesen, J. K. (2004). Lessons learned from the last 20 years of research on interventions for students who experience difficulty learning to read. In P. McCardle, and V, Chhabra (Eds.), The voice of evidence in reading research. Baltimore: Brookes Publishing. [Google Scholar]
  32. Tsovili, T. D. (2004). The relationship between language teachers' attitudes and the state-trait anxiety of adolescents with dyslexia. Journal of Research in Reading, 27(1), 69-86. [Google Scholar]
  33. Van Bergen, E., Van der Leij, A. & De Jong, P. F. (2014). The intergenerational multiple deficit model and the case of dyslexia. Frontiers in Human Neuroscience, 8, 346. DOI: 10.3389/fnhum.2014.00346. [Google Scholar]