Date of Publication

10-2023

Document Type

Master's Thesis

Degree Name

Master of Arts in Education Major in Special Education

Subject Categories

Special Education and Teaching

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Educational Leadership and Management

Thesis Advisor

Thelma Rabago Mingoa

Defense Panel Chair

Arvie S. Andal

Defense Panel Member

Lilia Bautista
Abigail Saria Rice

Abstract/Summary

This research paper explored different teaching strategies that increase reading self-efficacy of students with dyslexia the perspectives of special education teachers in the Philippines as they navigate the development and execution of teaching strategies for students with dyslexia. The study involved twelve teachers from various locations, and the data analysis was conducted using narrative analysis. The research identified twelve themes, including the importance of self-efficacy, motivation strategies, and the use of specific teaching programs. Drawing from existing studies, the paper discussed the need for additional support for students with dyslexia and the impact of teacher training on self-efficacy. The paper's core focused on the effectiveness of teaching strategies, particularly those rooted in the Orton-Gillingham and Slingerland methodologies. The findings reveal that these strategies, aligned with Bandura's Self-Efficacy Theory, contribute to emotional well-being, cognitive processes, and positive behavioral outcomes for students with dyslexia. The paper emphasizes the practical implications for educators and the crucial role of comprehensive teacher training. The teacher-reported outcomes demonstrate improvements in students' ability to work independently, increased motivation, comfort, inclusivity, and confidence in problem-solving. The strategies also align with evidence-based practices, ensuring a solid theoretical foundation. The study concludes by highlighting the holistic approach of teachers in creating a positive learning environment and fostering both mic and emotional growth in students with dyslexia.

Abstract Format

html

Language

English

Format

Electronic

Keywords

Special education teachers—Training of; Reading—Remedial teaching; Dyslexic children—Education

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