Grasping dyslexia: Bridging the gap between research and practice

Joanna Nijakowska


Controversy and uncertainty concerning dyslexia is mirrored in EFL teachers‟ hesitation and doubtfulness as to how they can most successfully deal with individuals with dyslexia. Several prevailing misconceptions about the mechanisms, symptoms and teaching approaches are at large, which, most probably, can be attributed to the gap, the mismatch between the contemporary sophisticated scientific knowledge and practice and to the fact that pre- and in-service EFL teachers are not offered satisfactory training on dyslexia. This paper shortly discusses some background theoretical considerations on dyslexia, identifies the principles of effective teaching and refers to EFL teachers‟ professional development needs on dyslexia.


dyslexia, EFL teacher training, phonological awareness, multisensory approach, orthographic depth

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