Dyslexia: a different way of learning

Abstract

It has been reported that when Greek pupils start learning English many difficulties emerge, mainly due to the different phonological systems of the two languages. In Greek there is a phonemic correspondence between the phonemes and the graphemes whereas this correspondence does not always apply to English. The present paper aims at explaining the need to differentiate the way the English language is taught so as to respond to the needs of all learners, especially of those pupils with learning difficulties. In order for this differentiation to be put in practice, the following aspects should be taken into consideration:

• Greek pupils need time so as to practice the English phonemes and graphemes.

• Greek pupils need to learn to read before they start writing.

• Teaching should be structured and cover the pupils’ educational needs.

• Pupils should be inspired to participate in the learning process.

• Pupils with learning difficulties should feel included and motivated.

• The teaching approach should be multimodal and flexible.