Teachers' perceptions of the strategies used to teach year seven dyslexic pupils in secondary school
Barnfield, Sarah May
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This study was designed to discover teachers' perceptions of the strategies used to teach year seven dyslexic pupils within a secondary school setting in the South Wales area. The study consults a range of literature and explores the literature surrounding the topic. A qualitative approach to data collect was used. Questionnaires were used to get a brief overview of the topic. Semi structured interviews were used to gain more in-depth information and observations were used to triangulate the information and find out if what was being said was actually what was being put into practice. Finding showed that the school claimed to use strategies in all their classes however although a range of strategies are used in the school it is not occurring in all classes. Findings also reflected that a whole school approach was used in the school being observed. The research collected was also compared and contrasted and found that the most common strategies used in the school were having a multisensory classroom, providing over learning and repetition, ensuring that classes are sequential and linear and ensuring that plenty of praise and encouragement is offered to dyslexic by ticking correct work and avoiding crossing incorrect work.
BA (Hons) Educational Studies
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