Teachers’ knowledge and practices to support dyslexic English language learners in Sekondi Sub-Metro inclusive basic schools

Abstract

Dyslexia, a neurodevelopmental disorder that affects reading, writing, and spelling, poses considerable challenges for English language learners (ELLs), especially in inclusive classrooms where teachers may not have the required knowledge or instructional strategies to effectively support these learners. Despite its prevalence, limited research in Ghana has explored teachers' knowledge and instructional practices for supporting dyslexic learners in inclusive classrooms. This study investigated teachers' understanding of dyslexia, the instructional strategies they employed, and their collaboration with special education experts in Sekondi Sub- Metro inclusive basic schools. Guided by the Causal Modelling Framework and the Zone of Proximal Development (ZPD), the study employed an explanatory sequential mixed methods design, integrating both quantitative and qualitative methods. In the first phase, a descriptive survey was conducted using questionnaires to gather quantitative data from 158 English language teachers selected from 30 basic inclusive schools through stratified random sampling. In the second phase, qualitative data were gathered through focus group interviews and classroom observations to gain deeper insights into teachers’ practices and perspectives. Descriptive statistics were used to analyze quantitative data, while qualitative data were examined through thematic analysis. The findings indicate that although some teachers have a general awareness of dyslexia, persistent misconceptions and knowledge gaps result in inconsistent and often insufficient support for dyslexic learners. Most teachers primarily rely on traditional teaching methods with limited use of multisensory or differentiated approaches. Additionally, collaboration between teachers and special education experts remains limited due to insufficient training and institutional support. This study highlights the critical need for targeted professional development, enhanced collaboration between educators, and policy reforms to improve inclusive education. By addressing these gaps, the research contributes to the broader discourse on dyslexia, advocating for evidence-based teaching practices and structured support systems to enhance learning outcomes for dyslexic English language learners in Ghana.