Adapting Multisensory Techniques for Dyslexic Learners in English Language Learning: A Case Study Approach

Abstract

This research investigated the effects of using multimodal teaching methods on the acquisition of English language skills in dyslexic students residing in the Asir area of Saudi Arabia. A quantitative study methodology was used to evaluate the language competency of 30 dyslexic learners before and after the application of the strategies. The learning outcomes were assessed by a comprehensive study that included paired t-tests, Pearson's correlation, multiple regression analysis, and ANCOVA. The findings demonstrated a substantial enhancement in students' performance after the intervention. Moreover, it was observed that the frequency of using the strategies directly correlated with the speed of development. The findings of the multiple regression analysis showed that the frequency of use was the most important predictor of the learning outcomes. Finally, the ANCOVA analysis revealed that different strategies are efficacious when considering students' beginning competence levels. Teachers are advised to include these tactics in their teaching methods and get individualized training on the topic. Ultimately, this research enhances the area of special education by providing substantiated proof that the use of multimodal instruction may provide positive outcomes when educating dyslexic adolescents.