Creating a Dyslexia-Friendly Classroom: Evaluation of Foundation-Phase Teacher Training on Literacy Learning in South Africa

Abstract

Literacy levels in South Africa are shockingly low as measured on multiple international benchmark assessments. However, speech-language therapists (SLTs) have the skills to assess and target such literacy difficulties. Currently, there are limited studies demonstrating the effect of dyslexia-friendly classrooms in South Africa. Consequently, this study examined the effectiveness of teachers utilising literacy strategies in an under-resourced primary school in South Africa to make their classroom learning dyslexia-friendly and neurodiversity-affirming. The study involved a participatory action research (PAR) design underpinned by a mixed methods approach. Seven foundation-phase teachers from an under-resourced, mainstream private school in a peri-urban area of Johannesburg were recruited. Data was collected and triangulated via pre- and post-workshop surveys, focus group interviews, and classroom observations. The main aim of the study was to examine the effectiveness of teacher training on how to design a dyslexia-friendly classroom that incorporates literacy strategies into their instructional practices. The four sub-aims of the study included: 1) describing the participants’ change in knowledge surrounding literacy and language-based learning difficulties following two CPD workshops; 2) describing the strategies that the participants did use to create a dyslexia-friendly classroom; 3) describing the challenges to creating a dyslexia-friendly classroom ; and 4) to describe the participants’ perceptions on the role of the speech-language therapist (SLT) in supporting teachers during literacy instruction. The key findings of the study revealed inconsistent benefits from the teacher training, along with significant challenges in establishing a dyslexia-friendly classroom. The analysis methods used included 1) content analysis to examine responses to the open-ended survey questions and to compare these with the classroom observation checklist; 2) thematic analysis to analyse the data from the focus groups; and 3) descriptive statistics were used to analyse the classroom observation checklist as well as the responses to the open- and close-ended questions and Likert-type scales from the 4 surveys. The results of the study hold potential as the participants’ perceptions of their knowledge and skills related to literacy strategies and implementing a dyslexia-friendly approach improved following the CPD workshops. Multimodal instruction, structured literacy, and the universal design for learning (UDL) are recommended as approaches to be further investigated in the context of the South African classroom. This study adds to the body of research exploring the most efficient and effective way to address the low literacy levels in South Africa.