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Effect of Inclusion Versus Segregation on Reading Comprehension of EFL Learners with Dyslexia: Case of Lebanon

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  • Ghada Awada
  • Mar Gutiérrez-Colón

Abstract

This study reports the relative effectiveness of the inclusion theory when the combined strategy instruction on improving the reading comprehension of narrative and expository texts for students with dyslexia is implemented. A total sample of 298 students of English as a foreign language from both public and private schools participated in the study which employed a pre-test- post-test control group design to investigate the efficacy of combined strategy instruction consisting of Graphic organizers, Visual displays, Mnemonic illustrations, Computer exercises, Prediction, Inference, Text structure awareness, Main idea identification, Summarization, and Questioning. The study concluded that combined strategy instruction in the field of the inclusion theory is more effective than regular instruction in improving reading comprehension when using narrative texts, but there’s no difference, when using expository texts. There was no significant difference neither by gender nor by school types in all the grade levels under study.

Suggested Citation

  • Ghada Awada & Mar Gutiérrez-Colón, 2017. "Effect of Inclusion Versus Segregation on Reading Comprehension of EFL Learners with Dyslexia: Case of Lebanon," English Language Teaching, Canadian Center of Science and Education, vol. 10(9), pages 1-49, September.
    • Handle: RePEc:ibn:eltjnl:v:10:y:2017:i:9:p:49
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    References listed on IDEAS

    as
    1. Zvia Breznitz & Shelley Shaul & Tzipi Horowitz-Kraus & Itamar Sela & Michael Nevat & Avi Karni, 2013. "Enhanced reading by training with imposed time constraint in typical and dyslexic adults," Nature Communications, Nature, vol. 4(1), pages 1-6, June.
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    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

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