The application of dyslexia-friendly adaptations to compensate for word recognition in the ESL reading class
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Abstract
Dyslexia students face many difficulties in their learning environment and daily life. They need to compensate for their learning disabilities and be able to deal with the low esteem that is left from becoming aware that they cannot progress at the same speed as their partners. This study suggests using dyslexia-friendly adaptations in ESL texts to compensate for one fundamental thinking process, word recognition, which conforms to all functions developed while reading. By supporting single-word decoding and phonological awareness, dyslexia students take the first step to working with words' meanings. The study finds its relevance for EFL teaching, and learning since learning difficulties affect English Language acquisition, and additionally because of the difficulties that the English language already includes.
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Danny Ricardo Bajaña-Quinteros, Unidad Educativa Bilingüe Torremar, Universidad Tecnológica Empresarial de Guayaquil (UTEG) - Ecuador
Danny Bajaña has a master's degree in teaching English as a foreign language. He studied for a degree in education sciences with a mention in English teaching. He also has a diploma in good practices for improving skills in tutoring students developing follow-ups of their development, and communicating with parents. He has broad experience planning, designing activities, and developing assessments in the classroom. He has more than fifteen years of experience in the field, teaching content and English language subjects. He participated in international conventions developing workshops about inclusion in education.
Mario Fabricio Ayala-Pazmiño, Unidad Educativa Bilingue Torremar
http://orcid.org/0000-0002-3344-8931
Dr. Ayala has degrees in Computer Science, Business Administration, and Education Sciences, and received his Ph.D. in Education from the University of Melbourne in Australia, in 2018, with his highest concentration of study in foreign language teaching and learning, pedagogy, educational management, and higher education. He is an educator and has experience as an Academic Coordinator. His previous experience includes working as head of the Humanities and Community and Service departments. He was a professor at Monash University in Melbourne, Australia, at Universidad de las Americas in Quito, and at Universidad de Guayaquil. Dr. Ayala is a Monash University Hispanic Studies Teachers Association, Australia member.
Johnn Merizalde Medranda, Unidad Educativa Bilingüe Torremar; Universidad Casa Grande - Ecuador
Johnn Merizalde has degrees in Psychology, a Master's in Early Development and Childhood Education, and a Master's in Special Education, obtained nationally and internationally. In addition, he has a university degree in caring for students with special educational needs in the classroom. He has a long professional career in psychology, education, and special education, with more than 12 years of experience. He works as an evaluator teacher, postgraduate thesis tutor, and coordinator of the Student Counseling Department of one of the most prestigious schools in Ecuador. He has taught classes in postgraduate courses associated with special education. Additionally, in the private, professional field, he performs psychological therapies, psychological evaluations, psycho-pedagogical evaluations, and professional training, among others.
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