HomeAbstract of 4th-icsh21Structured Reading for Dyslexic Efl Students: the Logic Behind the Dyslexia in the Esl Classroom Method/logika Języka. Angielski Przyjazny Mózgowi®

Structured Reading for Dyslexic Efl Students: the Logic Behind the Dyslexia in the Esl Classroom Method/logika Języka. Angielski Przyjazny Mózgowi®

  • Dec 8, 2025
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  • Category: Abstract of 4th-icsh21
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Abstract Book of the 4th International Conference on Social Sciences and Humanities in the 21st Century

Year: 2025

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Structured Reading for Dyslexic Efl Students: the Logic Behind the Dyslexia in the Esl Classroom Method/logika Języka. Angielski Przyjazny Mózgowi®

Anna Rzepecka-Karwowska

ABSTRACT:

Teaching reading in English to dyslexic learners in EFL contexts presents distinctive cognitive and linguistic challenges due to English’s deep orthography and the learners’ limited exposure to spoken input. The Dyslexia in the ESL Classroom method addresses these challenges by applying a structured, evidence-based approach that builds reading skills from the logic of language rather than rote memorization. Rooted in principles of structured literacy, the method integrates phonological, orthographic, and morphological instruction within a coherent framework tailored for bilingual Polish-English learners.
The reading process begins with the development of phonemic awareness and accurate sound discrimination, followed by systematic mapping of speech sounds to graphemes. Students are guided through explicit decoding instruction using high-utility, decodable words that reflect English’s morphophonemic structure. Through cumulative progression, each reading step reinforces pattern recognition, word meaning, and orthographic mapping—the process by which words become stored for automatic retrieval.
By emphasizing understanding over memorization, the method enables dyslexic EFL learners to build reading fluency and comprehension through linguistic reasoning. Multisensory reading routines—combining auditory, visual, and kinesthetic feedback—foster engagement and retention, while scaffolded practice ensures transfer of skills from decoding to connected text. Ultimately, this approach helps learners internalize the logic of English reading, transforming what often appears chaotic into a system that can be learned, understood, and mastered.

Keywords: Dyslexia; Esl; Reading; Research; Literacy, Data-Driven Instruction; Training; Education; Bilingualism