Development of a Spelling Instruction Model for Dyslexic students at Primary Education Level

Abstract

The purposes of this research were to: 1) develop an instructional model for teaching spelling to dyslexic students, and 2) examine the effectiveness of the instructional model for teaching spelling to dyslexic students.This study is research and development, conducted in two phases. Phase 1 involved the development of an instructional model for teaching spelling to dyslexic students, comprising of three steps: (1) drafting the reading spelling instructional model for elementary students with learning disabilities in reading, (2) piloting the reading spelling instructional model for elementary students with reading difficulty, and (3) evaluating the implementation of the reading spelling instructional model for elementary students with learning disabilities in reading. The sample group consists of six dyslexic students, enrolled in the second semester of the 2020 academic year, ten teachers, and six parents, selected through purposive sampling. The research instruments include: (1) the spelling instructional model, (2) the model's user manual, (3) lesson plans, (4) a reading ability test, (5) a reading interest behavior observation form, (6) a student opinion questionnaire, (7) a teacher opinion questionnaire, and (8) a parent interview form. Data were analyzed using percentage, mean, standard deviation, Wilcoxon signed-rank test, and content analysis. Phase 2 examines the effectiveness of the reading spelling instructional model for students with reading difficulty. The sample group includes six students with reading difficulty, enrolled in the first semester of the 2021 academic year, selected through purposive sampling. The research instruments include: (1) a reading ability test, (2) a reading interest behavior observation form. Data were analyzed using percentage, mean, and Wilcoxon signed-rank test. Phase 2 examines the effectiveness of the reading spelling instructional model for students with reading difficulty. The sample group includes six students with reading difficulty, enrolled in the first semester of the 2021 academic year, selected through purposive sampling. The research instruments include: (1) a reading ability test, (2) a reading interest behavior observation form. Data were analyzed using percentage, mean, and Wilcoxon signed-rank test.

The results showed that 1) the spelling instructional model consisted of 9 components: (1)learner characteristics, (2) the aim of the model, (3) the concept of the model, (4) the content of the model, (5) the principles of the model, and (6) the teaching and learning processes that comprised of 5 steps including: Step 1 Learning preparation, Step 2 Review of schematic abilities, Step 3 Creation of new abilities, Step 4 Self-training, Step 5 Assessment of reading ability, (7) Learning media and resources, (8) Measurement and Evaluation, and (9) Parent Participation, and; 2) The effectiveness of the spelling instruction model for dyslexic students was demonstrated through the following key findings. (1) After the implementation of the model, The post-instruction spelling ability of the sample group was significantly higher than the set criteria at the .05 statistical level. (2) The retention of reading ability among the sample group was 92.77 %, and (3) The students' interest in reading, based on behavior expressing interest, was at 80.59%, categorized as very high, while the duration of attention during activities was 79.44%, also categorized as very high.