Strategies Used by Primary School Teachers to Manage Dyslexia in Mainstream Classes

Abstract

Learning disabilities are a common phenomenon among learners in primary schools. Dyslexia is one such learning disability prevalent in mainstream classes. Research studies on strategies used by primary school teachers to manage learners with dyslexia in mainstream classes are scarce. This study analysed strategies used by Grade 3 teachers in managing learners with dyslexia in mainstream classes at a selected primary school in Mazowe District in Zimbabwe. A qualitative research design was used. Interviews, observations and document analysis were used. The findings revealed that prevalent characteristics of dyslexia include: fluency, comprehension, word decoding, phonological processing, spellings, and receptive language processing disorders. Teachers’ strategies include look and say, remediation, positive reinforcements, individualized instruction, games, peer tutoring among others. The study concludes that teachers are using both appropriate and inappropriate strategies in managing learners with dyslexia. The study recommends staff development programmes to create and support an enabling environment for the management of dyslexic leaners in mainstream classes.