Supporting Students With Dyslexia at the Secondary Level: An Emotional Model of LiteracyAbstract
A 13-year-old male adolescent with dyslexia was studied to examine how holistic approaches to intervention can foster academic achievement and emotional well-being. Findings suggest that appropriate strategies can empower learners and raise standards and highlight the importance of teacher empathy in enhancing the quality of the learning environment. This is best achieved through collaborative practice and whole-school systemic work.
As a follow-up, a convenience sample of 25 dyslexic adolescents was surveyed to examine perceptions of being dyslexic and evaluations of the learning environment. Results indicated that although study skills are being taught, teachers may lack approachability and empathy. Findings are discussed in the context of the role of teachers in promoting student engagement and enhancing self-efficacy. Strategies are suggested for empowering learners, promoting self-esteem, and modifying the learning environment to provide student-centered, affective, and social-academic pathways.
