PHONICS AND PHONOLOGICAL AWARENESS IN READING INTERVENTION FOR STUDENTS WITH DYSLEXIA IN GRADES 1 AND 2: CASE STUDY DATA

DOI: 10.18173/2354-1075.2024-0100a

Abstract

Specific reading difficulty/dyslexia is a type of specific learning disorder in students who do not have intellectual or sensory disabilities but fail to learn to read in the early elementary grades. In this study, 2 cases of students with dyslexia in grades 1 and 2 were assessed on reading skills and then teaching reading in 3 months, using phonics and phonological awareness tasks. It is assumed that using the two methods with multiple times of phonics and phonological activities provided to the 2 cases compared to typical students, will help dyslexic students make progress at reading aloud skill, then approach the minimum requirement as prescribed in the 2018 curriculum by Ministry of Education and Training. The research results showed that both cases of the students significantly improved their reading speed and reduced the percentage of reading errors.