MODULE TITLE: DISSERTATION

A CRITICAL REFLECTION ON SOME OF THE MAIN

CHALLENGES FACING STUDENTS WITH DYSLEXIA IN THE
WOOD TECHNOLOGY THEORY CLASSROOM

Name: Patrick McGirr

Submitted for the Award of

Bachelor of Science (Hons) in Education
(Design Graphics and Construction)
to
Atlantic Technological University

Supervisor: Dr. Marie English

 Submission Date: 28th April 2023

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Programme: BSc. (Hons) in Education (Design Graphics and
Construction)
Year: 4
Module: Dissertation
Module Leader: Dr. Pauline Logue
Assignment Title: Dissertation
Submission Date: 28 April 2023

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Date: 2-09-2022
A Critical Reflection on Some of the Challenges Facing Students with Dyslexia

in the Wood Technology Theory Classroom.

Abstract
The policy of the Department of Education & Skills in Ireland, as outlined in the Education for
Persons with Special Educational Needs Act 2004, is to provide education for students with
additional needs in an inclusive environment, as far as possible. Therefore, the needs of students
with specific learning disabilities should be catered for within mainstream classes in post primary
schools. As a preservice teacher in my final year on the B.Sc. (Hons) in Education (Design
Graphics and Construction), I am required to participate in an action research project, as outlined
by the Teaching Council (Céim, 2020). The topic I have chosen for my dissertation is dyslexia as I
was diagnosed with this learning difficulty in primary school. The aim of my dissertation is to
reflect, critically, on some of the main challenges facing students with dyslexia in the Wood
Technology theory classroom. My primary research methodology is a qualitative practitioner
action research study. My data gathering methods are journal reflections, observations of my
teaching by cooperating teachers and interviews with two teachers in the Special Educational
Needs department. Analysis of data revealed three dominant themes:
(i) Student Self Image (ii) Challenges facing students in the Wood Technology classroom
(iii) Useful teaching and classroom management strategies to support students with dyslexia. The
findings show that students with dyslexia have a negative self-image and low self-esteem. They
show poor literacy skills and have difficulty following processing information. A multi-sensory
approach to teaching and learning with an emphasis on developing oracy and literacy skills as well
as an inclusive, dyslexia friendly classroom, benefits students with dyslexia. One limitation of this
study is that student voices are not represented in the findings. My recommendation is that further
studies could be carried out on this same topic, but from a student perspective.

Key Words: practitioner research, dyslexia, reflection, action research, sampling, data gathering
methods.

Introduction

I have chosen to reflect, critically, on some of the main challenges facing students with dyslexia in

the Wood Technology theory classroom because it is an area that I have a huge interest in,

primarily because I was diagnosed with this Specific Learning Disability (SPD) myself in first

class in primary school. Consequently, I have personal experience of what it feels like to struggle

with reading and writing from an early age. I felt constantly mentally and physically exhausted

because my brain had to work so hard to comprehend and process schoolwork. I struggled to

remember the content of what I had read, had poor organizational skills, and found spelling

difficult. Tiredness and stress worsened my symptoms. As an adult looking back, I feel fortunate

that I was diagnosed very early on in primary school as I was able to avail of supports throughout

primary, secondary and third level college in Atlantic Technological University (ATU). As a final
year student in Initial Teacher Education on the Bachelor of Science (Hons) in Education (Design

Graphics & Construction) in ATU, I feel privileged to have an opportunity on School Placement 4,

which is my final placement as a preservice teacher, to work with students with a similar learning

disability.

One in ten people are affected by dyslexia in Ireland. (Dyslexia Association of Ireland). Boys are

more likely to be diagnosed than girls (Arnett, 2016). The statistics office (Commission, 2016)

showed that more males than females chose practical subjects. So, there is a high probability that I

will have at least two students with dyslexia in my classes. Having had students with dyslexia in

all my classes on previous school placements I was keen to do further research in this area and

reflect on evidence gathered from data collected. This data will come from analysing student

responses in class detailing the challenges they face trying to participate effectively, as well as

evaluating comments which I will record in my journal reflections. I will also gather data on

students’ nonverbal behaviour when engaged in tasks that require concentrated reading, writing

and organisational skills. This information will help me gain a deeper understanding of the

difficulties that students with dyslexia face in the Wood Technology theory classroom. On this

basis, and with the aid of experienced teaching colleagues, I will explore and devise practical ways

to improve my teaching and student learning.

The Teaching Council encourages teachers to engage in reflective practice. I agree with this

thinking because I believe that as a future teacher, I need to embrace research in my own

classroom. This will improve my practice and help me meet the learning needs of students trusted

to my care. Action research methodology is very suited to teaching because it includes reflective

practice. The format for this dissertation includes an abstract which captures the project in its

entirety. In the introduction I provided a context for the research with some background

information.
To achieve my aim of reflecting critically on the challenges facing students with dyslexia in the

Wood Technology theory classroom, I devised the following objectives.

• To conduct primary research on some of the main challenges that students with dyslexia

face in the Wood Technology theory classroom, particularly their low levels of literacy and

processing difficulties.

• To explain relevant terminology including action research, dyslexia, sampling, and

reflection, with reference to the literature in these areas.

• To explore useful teaching strategies to support students with dyslexia in the Wood

Technology theory classroom.

In the literature analysis section, I will discuss perspectives on practitioner research,

dyslexia and reflective practice. In the methodology section I will debate my specific type

of practitioner research, which is action research. I will outline my three data gathering

methods and the importance of ethics. This will be followed by an analysis and discussion

of the results. Finally, I will conclude the dissertation, restating my findings and adding

some recommendations for future studies in this area.

Literature Analysis

In this section there is a review of:

(i) Practitioner research as a methodology. Practitioner research is distinguished from other more

traditional forms of education research because it is undertaken by practitioners as part of their

daily work.

(ii) Dyslexia: Reports such as the Rose Report in England and the recent findings of the Dyslexia

Association of Ireland (2021) are included in this dissertation because they provide useful

information for my action research study.

(iii) Reflection, theories, and models. Reflection on and analysis of data collected was central to
the success of my practitioner research.

Literature Perspectives on Practitioner Research

Practitioner research is an umbrella term used to describe research methods conducted by

practitioners to improve practice. It is a form of reflective practice that engages with the

community through building on what is already known and sharing the findings with the wider

professional community (EdFutures.net, 2021)). It is a well- established methodology in the field

of education (Forster & 2021). Teachers, lecturers, and other educationalists are increasingly being

encouraged to develop their professionalism, through adopting an enquiring approach to their

work (Mentor et al. 2011). Unlike other forms of research, practitioner research is intended to

solve problems and enhance practice (EdFutures.net, 2021)). Not all practitioner researchers

publish or present their research to audiences within or outside the school. However, they are

gradually recognizing the importance of sharing their research-based knowledge –their voice- with

their students, their colleagues, their community, and their profession (Campbell, 2013).

John Dewey sewed the seed for practitioner research in the 1930’s, with Kurt Lewin building on

this base throughout the 1940’s (Dana, 2016). Lewin believed that practitioner research can bring

about positive change, because the researcher is actively involved in the process. The practitioner

research movement continued to grow in popularity throughout the 1950’s through the work of

Stephen Corey (Adelman, 2014). From then on, the movement has continued to evolve, being

shaped, and reshaped, over the years depending on the era within which it existed (Dana, 2016).

As the notion of practitioner research has been around for some time, different traditions exist

within the practitioner research movement. It is not surprising then that many versions in

practitioner research exist and have different names. These include action research, teacher

research, practitioner inquiry, teacher inquiry and self- study. Some authors e.g., Bartlett & Burton

(2009), and Kemmis, (2006), use the terms practitioner research and action research
interchangeably (EdFutures.net). However, the study of one’s own professional practice with a

view to improving performance, is applicable to each.

According to Dana 2016 practitioner research is relevant today because of the practice- based

evidence it provides where data is naturally generated from everyday teaching and learning in

classrooms. It is important for principals and teachers because of the highly complex nature of the

work, school administration, and teaching demands (Cochran-Smith, 2012). Furthermore, it

enhances teachers’ leadership skills (Dana, 2016). Student teachers can learn from lecturers

modelling and sharing their own process of practitioner research, which according to Campbell

2011, is an important factor in student teachers learning about teacher research. The Teaching

Council Research Support Framework (2016) supports practitioners ongoing professional

development, either independently or through collaborative work with others. It supports teachers

exploring new approaches to their practice, through critical reflection on how they see themselves

and their students. In the following section I will describe dyslexia and the challenges it poses for

students in the Wood Technology theory classroom.

Literature Analysis on Dyslexia.

Dyslexia is now considered to belong to the category of Specific Learning Disabilities along with

Dyscalculia and Dysgraphia (Farrell, 2012). The focus of my action research project was to

reflect, critically, on some of the challenges facing students with dyslexia in the Wood Technology

theory class. My goal was to find out more about this condition and the challenges it poses for

these students through literature research, data gathering and reflection on my findings. I was

aware that I probably would have several students with dyslexia in most classes while on School

Placement and I hoped to be able to help these students reach their full potential through the

cyclical process of action research.

As dyslexia is multifaceted, a single universally accepted definition has not yet been reached.

(Reid, 2016). According to the Dyslexia Association of Ireland, dyslexia can be defined as a

specific learning difficulty affecting the acquisition of fluent and accurate reading and spelling

skills which occurs despite access to appropriate learning opportunities (DAI, 2021). In addition,

Reid (2016) sees dyslexia as a processing problem having a negative effect on memory, time

management, coordination, and phonological awareness. The Rose Report in England (2009)

states that children have an increased chance of being diagnosed with the condition if there are

dyslexia elsewhere in the family. The earlier that an official diagnosis is made, the better chance

the student has of coping with school life. Irish primary and post primary schools work closely

with the National Educational Psychological Service (NEPS) in this regard. The findings of the

Dyslexic Association of Ireland (DAI, 2021) highlight some of the educational, mental health and

financial implications for those diagnosed. Students with dyslexia usually do not read unless they

must and are far less likely to read for pleasure. While some children with dyslexia are successful

academically, many lose interest in school as documented on findings in British schools (Rose,

2009). Boys are much more likely to have dyslexia than girls -three boys to every one girl (Arnett,

2018).

The Health and Disability White Paper 2023 recently published by the UK government states that

people with specific learning difficulties find it hard to focus on environments with too much

stimulation or tire quickly. This finding has implications for teachers, as students with dyslexia

often feel overwhelmed by the high levels of concentration required and the heavy workload in

post primary schools today. The Wood Technology classroom is a very busy room where students

alternate between theory and practical classes. Students with dyslexia can be very sensitive,

particularly in certain environments. It is critical that they feel comfortable in their learning

environment. Otherwise, they may well stagnate or even regress (Reid, 2019). The importance of

creating an inclusive, dyslexia friendly classroom cannot be overestimated (Pavey, Meehan &
Davis, 2013). It is also important for teachers to remember that students with dyslexia can be

very creative, often in areas such as spatial awareness, graphic design, engineering, and

construction. These students usually need support if they are to make the best use of these

strengths (Reid, 2016). The NCCA website has valuable teaching strategies listed on its website,

some of which I was able to apply in the Wood Technology room to help create a dyslexic

friendly classroom. It is important that dyslexia are treated as a whole school concern and teachers

are constantly updating their knowledge regularly on recent developments in this area (Pavey,

Meehan & Davis, 2013). With the right understanding, accommodations and support from

teachers, students with dyslexia can achieve success in education, the workplace and in wider

society (DAI, 2021).

Literature Perspectives on Reflective Practice

A teacher who takes a critical approach when reflecting about what happens in the classroom and

about alternative means of achieving goals is a reflective teacher (Soisangwarn & Wongwanich,

2014). Singh Gill 2014 states that reflective practice enables teachers to become aware of their

students’ emotions, to recognize their individual needs, and to develop strategies to regulate

thinking. I have been influenced by the learning theories of some of the great philosophers and

psychologists, the teachings of John Dewey in particular (1859-1952), especially his emphasis on

the importance of reflection if change is to happen. Dewey believed that meaningful reflection

was important for teachers and learners alike, that reflection involved more than ‘learning by

doing’ (Aubrey & Riley, 2022, p. 24). He saw it as a deeper phenomenon based on observation

and closer consideration. Dewey believed that all experiences should be evaluated as to how they

could shape future actions. He argued that students should be allowed to reflect on their

experiences and what might happen if they did things differently (Bates, 2019, p. 21).

By adopting Dewey’s principles of reflection, a practitioner researcher can learn from analysing

and contemplating their practice.

Donald Schon made a major contribution to our understanding of learning by encouraging

practitioners to reflect critically on their own work as a means of developing and improving their

practice (Schön, 1983). Schon believed that reflection begins in work practices, especially where

the practitioner is confronted with unique and conflicting experiences, which Schon refers to as

‘the swampy lowland messes’ (Schön, 1983, p. 42). He argues that it is from these experiences

that practitioners develop their own connections between the theory and practice, which works for

them. For example, on School placement 3, students were reluctant to tidy up the Wood

Technology room after practical sessions. I had learned about Skinner’s positive reinforcement

concept and his belief that behaviour could be modified through schedules of positive

reinforcements (Skinner, 1957). With this theory in mind, I made a deal with students that they

would get off homework for the weekend, if they tidied up on weekdays. The purpose of this

reward was to shape students’ behaviour, in keeping with Skinner’s concept of positive

reinforcement Students responded well and got their reward which was no homework. The

following week, students continued to tidy up without an official reward, because it had become

established practice. Schon identified two specific types of reflection undertaken by practitioners:

reflection-on-action and reflection-in-action. Reflection-on-action happens when the practitioner

‘reviews, describes, analyses and evaluates best practice with a view to gaining insight to improve

future practice’ (Schon, 1991). Reflection-in-action is like thinking on one’s feet whereby the

experienced practitioner consciously evaluates a situation and makes any necessary changes on the

spot during the event (Aubrey and Riley, 2022). Argyris and Schon argue that transformation does

not have to be based on a single dramatic event. It may be more about addressing a few small

things that need changing.

David Brookfield, an American teacher, and writer, also attaches great importance to the process

of critical self- reflection. He sees it as a tool that helps teachers discover the value of their

lessons. According to Brookfield, critically reflective teaching happens when we identify and

scrutinize the assumptions that shape our practice (Brookfield, 2017). The basis for his reflective
model is the consideration of a situation from different vantage points. These viewpoints - self-

reflection, students, peers, and theoretical perspectives - are illustrated in Figure 1.

Figure 1 Brookfield Model

I was also interested in the writings of Graham Gibb, particularly his model of reflection. It

consists of six stages: Description, Feelings, Evaluation, Analysis, Conclusion, and Action Plan. I

used Gibb’s model of reflection for my weekly journal reflections and analysed my classroom

experiences under the headings shown in Figure 2.

Figure 2 Gibb’s Reflective Cycle

Reflecting deeply on my practitioner research findings using this model, along with advice from

experienced cooperating teachers, enabled me to devise and implement helpful strategies to

improve my teaching of students with dyslexia and student learning. Osterman & Kottkamp 2015

observe that schools often do not stress the benefits of reflective practice enough. This could be

explained by the argument that schools are under a lot of pressure to cover the prescribed

curriculum and to achieve high standards in all areas, leaving little room for teacher creativity or

teacher reflection (Ghaye & Ghaye, 1998). Having discussed the benefits of reflective practice as

well as examining various models of reflection, I will now discuss the methodology and methods I

used in this research project.

Methodology and Methods

The methodology used in this research is practitioner research. Data gathering tools were

reflective journals, observations by co-operating teachers of my teaching and interviews with

teachers who have expert knowledge in the field of education. I have included the rationale and

details of my data gathering methods in the following section.

Methodology

Different methodologies are used in different types of research. The term research methodology

refers to the overall approach taken when studying a topic, including issues such as constraints,

dilemmas and ethical choices (Dawson, 2019). It refers to research design, data gathering and data

analysis (ResearchGate, 2012). The specific type of practitioner research which I conducted was

action research.
Action Research

Action research is usually defined as an enquiry conducted by educators within their classrooms to

advance their practice and improve their students’ learning (Mertler, 2017). The idea of action

research is not new. Its roots can be traced back to progressive educational leaders from the early

part of the seventeenth century, like John Dewey (1929-1984). However, Kurt Lewis, a social

psychologist, is generally accepted as the founder of action research. Action research differs from

traditional educational research in several ways. Traditional education research is often done by

university- based researchers, who carry out an investigation of others in the school setting. Their

aim is to develop theories and strategies about the quality of the educational system and how it

might be improved. Action researchers, on the other hand, study themselves and their practice, and

their findings are directly applied to their practice (Efron & Ravid, 2019).

Action research is cyclical in nature (Deleuze & S. Drummond , 2017). It is an ongoing, repetitive

process. It provides a framework within which professionals can identify problems or challenges

in their work and seek solutions or improvements through reviewing appropriate evidence (Forster

& Eperjesi, 2021). What is achieved in each cycle provides the starting point for the next stage, as

illustrated in Figure 3.

Figure 3 Action Research

In education, action research places the focus on improving teaching and learning with the aim of

becoming an outstanding teacher. It is based on evidence gathered by the teacher, but it is the
‘detailed analysis of evidence as the basis for evaluation’ that makes it such a powerful process for

improving practice (Forster& Eperjesi, 2021, p.4). As Irish Post primary schools have regular

inspections and there is a huge emphasis on accountability and self-evaluation, practitioner

research can make a major contribution to this evaluation process (Menter et al. 2011, p. 11).

It is important to acknowledge that action research is open to criticism because of some of its key

characteristics. Those who provide a critique of this methodology claim that it relies on qualitative

evidence which is open to interpretation (Forster & Eperjesi, 2021). For example, practitioners are

reporting on their own practice and may present an uncritical interpretation or biased account of

their own practice. According to Cook & Cook (2011) just because a practice has not been

identified as evidenced- based, this does not necessarily mean that it is ineffective. The aim is to

provide information and a time to reflect on practice for the individual teacher, in the hope of

improving practice. Furthermore, critics claim that this type of research makes no real contribution

to knowledge, the findings of individual studies are often lost, and that things that work well in

research studies sometimes do not match up in the real world. Again, as the aim is to provide deep

insight into an individual teacher’s practice, action research can be a valuable way of gathering

this information. Some critics believe that research carried out by an individual teacher is not

going to be particularly reliable and is weak due to its subjective nature - the researcher is

researching his or her own practice (Forster & Eperjesi, 2021, p.16). However, all data, including

qualitative, is open to interpretation. The point of action research is to help a new teacher become

a better teacher, not to ‘prove’ anything and the findings may well resonate with other teachers

(Campbell, 2013). Being open to giving and receiving feedback in this regard would be very

beneficial for both sides. Looking further afield, in the comparative study of Singapore and NSW,

teachers on both sides reported that practitioner research was time consuming, that their training

was inadequate and that they felt under pressure to get the syllabus completed (Ellis & Loughland,

2016). Undoubtedly, action research is a time-consuming process, but the enhanced teaching skills
and student learning which it leads to, make it a very worthwhile activity. I will examine sampling

methods in the next section of this paper.

Research Sampling

In research, the population refers to the entire group that the researcher wishes to draw

conclusions about. Sampling involves selecting a small group of representatives or individuals

from this larger group, for data collection purposes. The sample is, therefore, the specific group of

individuals from whom data will be collected. An analysis of data gathered from this sample can

help gain an insight into the characteristics of the larger group. In general, sampling techniques

can be divided into two types (i) probability or random sampling (ii) non-probability or non-

random sampling. According to Cohen et al., the quality of a piece of research stands or falls not

only by the appropriateness of methodology and instrumentation but also by the suitability of the

sampling strategy that has been adopted (Cohen, Manion, & Morrison, 2018). The main sampling

techniques are shown in the table below.

Figure 4 Methods of Sampling

Methods of Sampling

A simple random Each unit in the population has an equal chance of being selected

sample (Menter, Elliot, Mulme, Lewin, & Kevin Lowden, 2011).

A systematic This method of sampling can help researchers obtain representative

random sample findings on a huge group of people without having to reach out to each

and every one of them.

A stratified sample Random selection for groups, but this method ensures that the sample

has the same proportion from each group, giving a sample that is

representative of the full population.

 A Cluster sample. This method is used where there are ‘natural’ groupings evident in a

statistical population.

Census This method includes all the students in the school.

Purposive sample. A sample in which respondents are selected by some purposive method.

Purposive or judgemental sampling is a type of non- probability sampling. This was the sampling

strategy I used as the students with dyslexia were deliberately selected in order to provide

information that would be most useful to help achieve my aim and objectives. The criterion for

selection was that the students had to have an official diagnosis of dyslexia. This information was

obtained from the SEN teacher. The research participants who helped me collate the data were my

three cooperating /observer teachers and the two teachers whom I interviewed (SEN teacher and

an additional teacher with a good understanding of learning difficulties). As a result, I was able to

gather important information from these data gathering methods which helped me address my

research aim and objectives.

Data Gathering Methods

During my action research, I needed to gather rich data to help me achieve my aim - to reflect,

critically, on some of the challenges that students with dyslexia face in the Wood Technology

theory classroom. I collected qualitative data, which is nonnumeric, conceptual data, expressed in

words and explores attitudes, behaviour, and experiences. Triangulation is the process of

collecting evidence from more than one source to shed light on an issue from more than one angle

(Forster & Eperjesi, 2021). My three data gathering methods were journal reflections,

observations of my teaching by co-operating teachers and interviews with teachers who had expert

knowledge in the field of special educational needs. As this is a pilot study, the project leaders
outlined the selected data gathering methods, which I was required to comply with. I conducted

my research on the following class groupings.

(i) First year Wood Technology theory: 40 minutes / weekly, two class groupings.

(ii) Second year Wood Technology theory : 40 minutes weekly.

(iii) Fifth year Construction theory: 40 minutes x 3, weekly.

The specific teaching strategies which I used in the classroom during placement to help students

with dyslexia, and their location in my journal reflections, are listed in Figure 5.

Figure 5 Teaching & Classroom Management Strategies

Journal Reflections

I wrote up weekly journal reflections on my teaching of students with dyslexia, which formed

part of my research data. This helped me to recall what happened, how I felt, what I would do

differently next time, what I learned from my mistakes etc. I see mistakes and failures as a

valuable learning tool where I can use them as a steppingstone to improve my teaching of

students with dyslexia. According to Cowen & Peacock 2017, journal entries, as corner stones of

reflective practice and critical thinking, can be discussed with peers, mentors and supervisors and

included in e-portfolios. Reflective journal writing requires ‘commitment, energy and sometimes

courage’ (Bolton & Delderfield, 2018, p.188).

I used an adapted form of Gibbs’ model of reflection when reflecting on my teaching, moving

through the six stages of the reflective cycle (see Appendix C). I tried to be as honest as I could

with a focus on how my teaching was catering for the needs of students with dyslexia, what went
well and what didn’t. I also recorded details about how the students with dyslexia were applying

themselves in class, if the work was too challenging for them, their facial expressions, and

gestures, comments they made, body language, emotional difficulties etc. I coded this data later,

using an adapted form of Braun & Clarke Thematic Analysis Model (2006), where it formed part

of my three dominant themes.

Observations

Teachers undertaking action research need to be constantly alert and recognise what is significant

and relevant to their research focus (Roberts & Ramanujam, 2018). Having received consent

from my host school to conduct action research during placement (see appendix A), I then

approached three cooperating teachers, with a view to getting them to observe my teaching and

give me feedback on how I could improve my teaching skills of students with dyslexia. I

discussed the aim of my action research project with them and any relevant information. All

three teachers were happy to participate in the data gathering process and gave their written

consent (see Appendix B). We agreed on the lessons that were to be observed over the following

weeks. I provided each teacher with a copy of my lesson plan and resources in advance, as well

as a customized observation template, which was to be completed by the observing teacher (see

Appendix D). I received feedback afterwards from all three teachers listing some of my

strengths, weaknesses, as well as areas I could improve on. This provided me with data for my

research, which I coded and later formed part of my three dominant themes.

Interviews

My final data gathering tool was the two interviews which I carried out with the Special

Education Teacher and another teacher, who is interested in learning difficulties. I devised open

ended questions for the interviews to maximise the data. I discussed the aim of my action

research project and all other relevant information with both teachers first. I received written
consent in advance from them to participate in the interviews (Appendix, B).The interviews were

conducted separately and lasted about fifteen minutes each. Both teachers gave open and honest

accounts of their understanding of dyslexia and the challenges it poses for students with dyslexia

in the Wood Technology theory classroom. Their responses to the questions provided me with

rich qualitative evidence, as it revealed a lot about the negative effects of dyslexia on students’

lives, both academically and emotionally (see Appendix E). I coded the data, and this also

formed part of the three dominant themes in the findings section.

Ethics

Ethical issues are important within education action research because of the natural vulnerability

of children and young people (Silverman, 2017) ). According to BERA (2018), all education

research should value, and respect knowledge and all researchers should aim to conduct high

quality research, in a fair manner. A key ethical principle of action research is that practitioners

should only ever evaluate their own practice and not that of other teachers with whom they work

(Forster & Eperjesi, 2021). I worked closely with my supervisors in ATU and my school to ensure

that appropriate research methods, resources and ethical guidelines were in place before

commencing my research. I obtained consent to conduct the Action Research study in my host

placement school from the programme ATU Galway, BSc in Education (Hons) Design Graphics

and Construction Taught Programme Research Ethics Committee. I also obtained written consent

from the school itself as well as the research participants. The anonymity of the host school and

research participants are protected. All data is securely stored through ATU in compliance with

GDPR.
Data Analysis Methodology

Raw data no matter what its form (e.g., from questionnaires, interview, and checklists), needs to

be recorded, analysed and interpreted (University of Hull, 2022).

Analysis of the data I collected was informed by an adapted form of Braun and Clarke's Thematic

Analysis Model (2006), to help identify themes or patterns. I used manual coding strategies and

followed a ten-step process.

Figure 6 Theme Analysis Source Braun & Clarke 2006

Step 1 I selected Reflection 1 from my data.

Step 2 I used a highlighter and made side notes to highlight phrases that were important to

my research objectives.

Step 3 I identified my top codes and indicated the page for location.

Step 4 I invited a peer to examine and validate my choice of codes.

Step 5 I repeated steps 2 & 3 for all data sets, adding codes to the left- hand side of excel

sheet.

Step 6 When I had coded all data (Stage 1), I re-read the final list, forming clusters from

similar codes.

Step 7 I narrowed down my list to 11 clusters (Stage 2).

Step 8 I re-read the cluster list and organised them into three dominant themes.

Step 9 I double checked and edited my choice of clusters and themes.

Step 10 I organised my three write-up headings on the Dissertation template.

Findings, Analysis and Discussion

Having outlined the steps I took in analysing the data, the following section will present a

discussion of the three dominant themes that arose from the analysis process. These three themes

were:
 (i) Student self -image

(ii) Challenges facing students with dyslexia in the Wood Technology theory classroom.

(iii) Helpful teaching and classroom management strategies to support students with

dyslexia.

Theme 1 - Student Self Image

Students with dyslexia had a poor self- image and this was articulated by negative comments such

as ‘I’m stupid, I can’t do this’(R6, p.3) They were reluctant to seek help when they were unsure

how to do an assignment, often asking to go to the toilet to avoid having the focus on themselves

(R4, p.5) When making the tree booklet, I noticed that one student made little or no effort and

gave up quickly, avoiding anything that involved any sort of challenge like the sketching of leaves

e.g., oak, ash, horse chestnut, possibly because it involved intense concentration and movement of

the head back and forth. During the oral presentation on advantages and disadvantages of roof

types, one student with dyslexia was very uncomfortable when speaking, as reflected in his body

language: nervous giggling, pulling at his sleeve, avoiding eye contact (R6, p.3). When I praised

the class efforts, this student seemed reluctant to accept positive comments, smirking and

muttering negative comments under his breath such as ‘I hate this stuff’. When students were

asked to work in small groups, students with dyslexia were often the last to find a partner. This

may have been because other students in the class felt that they would have little to contribute to a

group setting to complete the assignment (R2, p.4) Sometimes, some students with dyslexia

appeared to be disengaged from the activity with a vacant look staring into the distance, as if they

were in another world. They often looked unhappy, ill at ease and were usually the first to have

everything packed away, even before the bell rang (R5, p.4).
Some other emotional issues are coded in Figure 7.

Figure 7 Student Self Image

Establishing a good rapport with students who have dyslexia is extremely important. This can be

done by finding out about their hobbies and interests. Greeting students by their first name with a

warm smile is a good starting point (O1, p1). Rewarding effort as much as achievement also helps

to build confidence (03, p.2) as is building on student strengths (I2, p.1). Creating a warm,

welcoming inclusive classroom environment, where all students are valued regardless of their

abilities, also helps to build confidence, and raise self- esteem.

According to Reid 2016, some of the barriers to learning for students with dyslexia include lack of

confidence, low self -esteem, isolation, anxiety, and stress. This low self-esteem usually comes

from the struggles, frustration, and loneliness that they have experienced in their lives (Dyslexia

Connect, 2020). Their slow rate of progress often leaves these students emotionally fragile and

vulnerable (International Dyslexia Association, 2022). Feldgus et al 2017 highlighted the link

between teachers adopting a purposeful active learning approach in their classrooms and

improvements in students’ self-image.

Theme 2 - Challenges facing students with dyslexia in Wood Technology Theory Classroom.

Students with dyslexia found it difficult to pronounce new words on Word Wall, especially longer

words e.g., photosynthesis (R2, p.3). Reading the class text was difficult for them (I2, p.2). When

asked a question, they were slow to piece information together to form a response, often having

difficulty getting the right word out (R6, p.3) Students with dyslexia were out of their depth with

higher order thinking e.g., when we were examining energy ratings on empty electrical light bulb

packaging, one student was unable to make the connection between a good BER rating and the

value of a house. During the debate on roofs, the students with dyslexia struggled to verbalise

sentences about the advantages of their roof type. Responses were usually limited to ‘yes’ and ‘no’

answers (R6, p.3) They showed poor oral language skills, limited vocabulary and sentences often

lacked structure and cohesion. Some first-year students with dyslexia were unable to pick out the

main points from the passages on trees, struggling to record a few facts to make their individual

booklets (I2, p.2) Spellings were poor and writing untidy. They showed signs of poor short-term

memory, having difficulty recalling basic facts covered in the previous lesson (R6, p.3) After

practical demonstrations on best practice for use of tools, waste removal or joint making, they had

difficulty remembering the steps involved in the process. They showed poor organizational skills,

coming to class frequently with the wrong textbook or copy (R4, p.5). When this happened

repeatedly, I realised that these students were using this as an excuse to go back out to the lockers,

wasting valuable class time in as a way of avoiding participation (I2, p.1). They struggled with

sketching and labelling diagrams. Sketching forms, a major part of the curriculum at both Junior

and Senior cycle so it would be vital that these students get a grip on this skill early on.

The word wall is an important source of reference for students in the class and can often be used to

support learning so if students with dyslexia are not using this resource, then they are missing out

on this support. The data shows that these students were struggling to keep up with the class

academically and were often feeling overwhelmed by the workload.

The Rose Report 2005 detailed the characteristics of students with dyslexia as having difficulties

in phonological awareness, verbal memory, and verbal processing speed (Rose, 2009). In the 2021

survey of the Dyslexia Association of Ireland, 70% of respondents in their survey reported that

their child’s lowest literacy percentiles were at the 5th percentile or lower, indicative of significant

dyslexia (Dyslexia Association Ireland, 2021). Difficulties such as these are sure to cause

problems for students in post primary school where the standard of reading required for the

textbooks is well above the standard of many students with dyslexia. Some of these challenges are

coded in Figure 8.

Figure 8 Challenges facing students with dyslexia.

Theme 3 – Helpful teaching and management strategies to support students with dyslexia.

Students with dyslexia benefitted from regular opportunities to develop their oral language skills,

extend their vocabulary, and improve their sentence structure by engaging in think pair share

activities, class discussion and debates on the topic e.g., roofs, windows. I was advised by my

cooperating teachers to reword or rephrase questions for students with dyslexia to illicit the correct

response from them (O3, p.2). These students needed additional time to gather their thoughts

before giving a response so increasing the ‘wait’ time would be helpful to them. (I1, p.1).
Condensing and simplifying the information in the textbooks and presented it in aerial font, size

fourteen well- spaced and bullet pointed on warm cream paper with supporting images, also

benefitted students with dyslexia as it helped to reduce visual stress (R6, p.4). This approach made

the learning more accessible to these students. In dyslexic friendly fonts such as aerial or comic

sans, each letter is so designed to make it easier for students to distinguish them. Students have

less to process visually, reducing errors and reading effort. My cooperating teacher advised getting

these students to use a highlighter to mark important parts of text (O2, p.2). This helps them to

scan texts when revising for exams. Using a ruler or card to keep on track when reading helps

them to focus on one line of text at a time, reducing distractions (O2, p.2). It is important to avoid

having text run on to the next line to reduce visual strain and the possibility of getting lost in the

text. commencing an activity, can help to ensure they know exactly what is being asked of them.

Using mnemonics (R4, p.4). for sequences that need to be me memorised and mind maps (R4,

p.3). to help organise information are also useful strategies e.g., parts of widow cross section

Asking students to repeat instructions (O2, p.1) and providing loop videos also helps students to

recall steps in marking out, waste removal or joint making. Providing step by step videos and an

image nearby of the item to be sketched also reduces tiring up and down head movement. The

students with dyslexia enjoyed examining actual leaves pressed earlier in autumn. The auditory

learners benefitted from the weekly video on the tree under investigation as well as hearing my

voice and the voice of peers in Thing Pair Share, discussion, and debate activities. Kinaesthetic

learners, who like to touch and feel, benefitted from handling roof models, touching, and holding

cross section models of windows, tree bark samples, twigs, acorns etc and compiling individual

booklets on the tree under investigation. This included cutting, sticking, sketching, and recording.

A multi - sensory approach to teaching works well for students with dyslexia as it helps to aid

recall (NCSE, 2022). Learners grasp concepts easily and successfully when teaching involves

several bodily senses (Purkayastha, Nehete , & Purkayastha, 2012). According to Reid 2016, it is

important to provide ample opportunities for oral work and discussion to develop language and
thinking skills. Vygotsky 1978 stated that ‘by giving our students practice in talking with others,

we give them frames for thinking on their own’. Creating a dyslexia friendly classroom and giving

regular praise for genuine effort is very important for increasing students’ self-esteem and

developing a positive self-image. I used participation certificates to give these students a boost as

well a warm smile and reassuring words. Students best work samples could also be put on display

in the school or on the website.

Seating students with dyslexia near the front is also beneficial (NCSE, 2022). When asking

students to work in pairs or small groups, it is important to be mindful of classroom politics as

pairing a student off with someone they don’t get on with could defeat the whole purpose and add

to students’ anxiety. Asking students with dyslexia to repeat instructions back before commencing

an activity, can help to ensure they know exactly what is being asked of them. Using mnemonics

for sequences that need to be memorised and mind maps to help organise information are also

useful strategies e.g., parts of widow cross section. Low self-esteem or lack of confidence leaves

student doubting their ability to succeed, making them hesitant to engage in learning or take

appropriate academic growth risks (American Psychological Association, 2023). The implication

for me as a teacher is to create a dyslexia friendly classroom and provide scaffolds for students to

ensure that they can experience success. Incorporating active learning strategies into university

courses significantly enhanced student learning experiences (Freeman et. al 2014) (R1, p.1). This

thinking was further reinforced by Reid 2016 when he stated that the more active the learner is,

the more likely the information is understood and retained.

One of the findings from my dissertation research, and as a result of conversations with the SEN

teacher, was that there were more students in the school with dyslexia over and above those who

had been formally diagnosed (I1, p,2).This may be due to parents refusing to accept that their child

may be dyslexic, long waiting lists for referrals, or the huge costs involved in getting a private

assessment (DAI, 2021). I also learned from my interview with the SEN teacher that the standard

of reading required for class textbooks was much higher than the standard of reading reached by
students with dyslexia (I1,p.2). Some useful teaching and classroom management strategies are

listed in Figure 9.

Figure 9 Suggested Teaching and Classroom Management Strategies

Conclusion and Recommendations

In this dissertation, I set out to reflect, critically, on some of the challenges facing students with

dyslexia in the Wood Technology theory classroom, as stated in my aim. The data I gathered

through reflective journals, observations of my teaching by cooperating teachers, and the two

interviews I conducted with experienced teachers in the SEN department have shown that students

with dyslexia in the Wood Technology theory classroom are faced with many challenges, from

poor processing ability to difficulties with oracy and literacy. They have shown to have poor

short-term memory, often struggling to follow instructions. This was particularly evident after

demonstrations of best practice in use of tools or joint making. The students with dyslexia
displayed poor organizational skills, often coming to class with wrong textbooks. These ongoing

challenges led to lack of confidence and a negative self-image, which often prevented them from

asking for help because of a fear of failure. I explored and implemented some helpful classroom

management and teaching strategies to support students with dyslexia.

From my research, I think it would be important for all teachers to engage in Continuous

Professional Development courses on dyslexia, to keep abreast with current trends and useful

teaching strategies. There were some limitations to this study, particularly in relation to the small

sample size and the restricted time frame of six weeks for carrying out the research. It was

difficult on occasions to track down teachers to arrange class observations or to find a quiet place

to conduct interviews. Another limitation of this study is that student voices were not represented

in the findings. Further studies could be carried out on this same topic, but from a student

perspective.

Conducting this action research project has improved my understanding of the characteristics of

students with dyslexia. I am now better equipped to implement the effective teaching strategies

which I have learned about and the importance of fostering a positive self- image in these students.

I am confident that I can effectively address some of the barriers facing students with dyslexia in

future classes, so that they too can reach their full potential. Other teachers may also benefit from

the findings of this action research project.

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Fig. References

Figure 1 Brookfield Model

Figure 2 Gibb’s Reflective Cycle

Figure 3 Action Research

Figure 4 Methods of Sampling

Figure 5 Teaching & Classroom Management Strategies

Figure 6 Theme Analysis Source Braun & Clarke 2006

Figure 7 Student Self Image

Figure 8 Challenges facing students with dyslexia.

Figure 9 Suggested Teaching and Classroom Management Strategies

APPENDIX A:

LETTER OF CONSENT TO CONDUCT RESEARCH IN

POST-PRIMARY SCHOOLS

To Whom it May Concern,

My name is Patrick McGirr. I am a preservice teacher in Atlantic Technological University (ATU)

undertaking my final year School Placement. I am hoping to conduct school-based research on my own
teaching. My specific research is:

A critical reflection on some of the main challenges facing dyslexic students in the Wood Technology
theory classroom.

I am currently receiving ongoing research supervision and support for this research at ATU: there will be
no additional burden on school staff. If I am given clearance to be a researcher in the school, I commit to
the following:

The research will relate to commonplace teaching practices and will not be sensitive in nature
The research will focus on improvements in my own teaching; not information relating to other parties.
All forms of data gathering will be conducted transparently, professionally, and ethically
The research processes and instruments will be discussed with my ATU research supervisors and the co-
operating teachers (treoraithe) in the school.
The school policy on research will be studied, respected, and followed.
No school or school members will be harmed by this research.
No school, teacher or pupil will be identified in the reflective journal, research report or research poster
(unless the school wishes to be acknowledged, at the dissemination stage, as a partner school).

The research will be disseminated in ATU Galway, and it may also be selected for dissemination at a
national conference 2023-2024.

Kind Regards,

SIGNED:
 ATLANTIC TECHNOLOGICAL UNIVERSITY (ATU)

APPENDIX B

RESEARCH PARTICIPANT RESEARCH

Name of the Researcher

Patrick McGirr

Research Study Title A critical reflection on some of the main challenges facing students with dyslexia

in the Wood Technology theory classroom.

Introduction

In carrying out my research, I will observe high standards of professional behaviour in both the practice

and the dissemination of the research, in accordance with ATU undergraduate research ethics policy and I

will not falsify or fabricate data. I will acknowledge the work of others and respect confidentiality with

regard to unpublished work. I will select sources in an unbiased way and complete the research in an

impartial and objective manner.

Research ethics documentation which is critical to my primary research includes:

(1) Participant Information Leaflet.

(2) Informed Consent Forms.

RESEARCH INFORMATION SHEET

Working Title of the Study: A critical reflection on some of the main challenges facing students with

dyslexia in the Wood Technology theory classroom.

2. Introduction to the Study: I am particularly interested in dyslexia as a family member was diagnosed

with it some years ago. Also, fellow students have dyslexia and I have some awareness of the difficulties

they encounter when doing their work. My aim is to learn more about dyslexia and use this information

when teaching students who have this learning need so that I can improve my teaching skills in this area. In

this way I hope to be more effective and helpful to these students in the Wood Technology theory

classroom. I hope to carry out a small-scale research project (Action Research) on the challenges facing

students with dyslexia in the Wood Technology theory class, during my school placement.

3. Research Procedures: I will be using the following three data gathering tools.

(i) Reflective diary.

(ii) Observations of my teaching by a cooperating teacher and two tutors from ATU.

(iii) Interviews with co-operating teachers or SEN teachers.

4. Benefits of the Research: I hope to use the findings of this research to guide me with future lesson

planning so that I can improve my teaching of students with dyslexia.

5. Risks of the Research: Concerns about privacy, informed consent and freedom to participate will be

respected throughout the research.

6. Exclusion from Participation: N/A

7. Confidentiality: No identifying factors relating to participants will be in evidence in the final thesis

report and/or any disseminated research (i.e., conference papers and/or presentations, publications, etc.)

Those who will have access to your identity include members of the Research Advisory Panel, internal

examiners and external examiner(s).

8. Compensation: This study is covered by standard institutional indemnity insurance. Nothing in this

document restricts or curtails your rights.

9. Voluntary Participation: You have volunteered to participate in this study. If you wish to withdraw,

please contact the researcher within one month of initial participation. If you decide not to participate or if

you withdraw you will not be penalised and will not give up any benefits that you had before entering the

study.

10. Stopping the Study: You understand that the researcher(s) may withdraw you from participation in the

study at any time without your consent.

11. Permission: This research has approval from the TPREC undergraduate research ethics committee,

ATU.

12. Further Information: You can get more information or answers to your questions about the study,

your participation in the study and your rights, from Patrick Mc Girr who can be e-mailed at

patrickmcgirr8@gmail.com
INFORMED CONSENT FORM FOR RESEARCH PARTICIPANTS

Principal Undergraduate Researcher: Patrick Mc Girr

Background to the Study: Dyslexia is an area of study that I am particularly interested in. Over the past few

years, I have had a number of students with dyslexia in my classes. I would like to find more about this learning

disability and the challenges it poses for students. As a result of my research, I hope to improve my teaching

skills in this area and so be more effective and helpful to these students in the Wood Technology theory

classroom.

Participant Declaration (Tick ‘Yes’ or ‘No’, as appropriate.)

I have read or have had the information sheet read to me and I understand the contents. Yes No

I have been given an opportunity to ask questions and am satisfied with the answers. Yes No

I have given consent to take part in the study. Yes No

I understand that participation is voluntary and if I wish to withdraw, I can do so at any time Yes No

I understand that withdrawal will not affect my access to services or legal rights. Yes No

I consent to possible publication of results. Yes No

I (the participant) give my permission for the data obtained from me to be used in other future Yes No
studies without the need for additional consent.

Researcher Declaration (Tick ‘Yes’ or ‘No’, as appropriate.)

I have explained the study to the participant. Yes No

I have answered questions put to me by the participant about the research. Yes No

I believe that the participant understands and is freely giving consent. Yes No
Participant Statement:

I have read or had read to me this consent form. I have had the opportunity to ask questions, and all my questions

have been answered to my satisfaction. I freely and voluntarily agree to be part of this research study, though

without prejudice to my legal and ethical rights. I understand I may withdraw from the study at any time. I have

received a copy of this consent form.

Participant Name:

Contact Details:

Participant Signature:

Date:
Researcher Statement:

I have explained the nature and purpose of this research study, the procedures to be undertaken and any risks that

may be involved. I offered to answer any questions and have fully answered such questions. I believe that the

participant understands my explanation and has freely given informed consent.

Researcher Signature:

Date: 16 / 12 / 2022
APPENDIX C:

SAMPLE RESEARCH INSTRUMENT 1: REFLECTION JOURNAL

Q. 1 Which strategies did I implement, this week, and how?

1 para max

Q. 2. Which aspects of implementation were successful, and why?

1 -2 paras

Q. 3. Which aspects of implementation require improvement, and why?

1-2 paras

Q. 4. Having discussed this week’s strategies with at least one experienced

teacher/lecturer/supervisor/peer, what improvements can I make in my next week of
lessons?

1-2 paras

Q. 5. Having consulted ONE scholarly literature source, what can I do to enhance

my practice in the coming week?

(I-2 paras)

Source Reference
APPENDIX C:

CUSTOMISED JOURNAL REFLECTION TEMPLATE

Research Instrument 1: Reflection Journal

Gibbs 1998 Reflective Cycle (adapted)

In this critical reflection I am using the Gibb’s cyclical model of reflection as a framework to help

me. There are six stages in the model.

Description:

I will provide a factual description of the situation. What am I reflecting on? Relevant

background information. What happened? What did I want to happen? Who was there? What

did I do?

Feelings:

How did I feel and what were my thoughts before, during and after the class? How did students

feel? Has my view changed afterwards?

Evaluation:

How well did things go? What were the positives? Why did this part of the lesson go well?

What were the negative aspects of the lesson? How did I react? What contribution did I make?

What contribution did students make? (5 Why’s)

Analysis:

What might have helped or hindered my teaching? Will I be able to repeat my successes in

future classes? Why was I unsuccessful in some areas and what can I learn from this for similar

future situations? If things did not go to plan, was this due to lack of preparation or external

factors beyond my control? How did my experience compare with the literature I have read?

Can I see the link between theory with practice? Does this help me understand the situation

better?
Conclusion:

What else could I have done to improve my teaching? What have I learned from the whole

experience? What skills do I need to develop so that I can handle a situation like this better in

future? If the outcomes were negative, how could I do things differently next time? How could

this have been a more positive situation for everyone involved? If the outcomes were positive,

how could I replicate what I did in the next class?

Action plan:

If I had to do the same thing again, what would I do differently? How can I make sure that I act

differently next time? How will I develop the required skills I need? Is there any training, skill,

or habit that I need to learn or unlearn? I will consult with my cooperating teachers/tutors for

advice.

Source Reference:
APPENDIX D:

SAMPLE RESEARCH INSTRUMENT 2: OBSERVATION

(To be filled in by the observer)

Dissertation Student Patrick McGirr

A critical reflection on some of the main challenges facing
Dissertation Title
students with dyslexia in the Wood Technology theory
classroom.
Observer’s Professional
Role

Class group year

Subject Observed

As an observer, what
have you been asked to
observe specifically?
1.
Strengths

2.

3.
 1.
Weaknesses

2.

3.

Suggestions for
improvement

1.

2.

3.
 APPENDIX E:

RESEARCH INSTRUMENT 3: INTERVIEW

Schedule of Interview Questions

Opening • Greetings
Protocol • Outlining the project
• Overview of the interview process
• Consent is signed off.

Settling in questions: demographics and context:

Q.1 Can I ask you to please indicate and explain your current
educational roles and responsibilities.

Specific questions on the research topic:

Body of
Interview Q.1 What is your understanding of the term ‘Dyslexia’?

Q.2 What in your opinion are the main challenges facing students with
dyslexia in the classroom?

Q.3 What is your view on the thinking that students with dyslexia have
strengths in other areas different from the traditional academic subjects
such as mathematics, Irish and English?

Q.4 What is your view on the thinking that students with dyslexia often
experience emotional difficulties because of their dyslexia?

Q.5 Do you think it might be a good idea to have a whole school policy on
dyslexia and the challenges it poses for students?

Q.6 Are you aware of any training for teachers on dyslexia and if there is
training available, would you be interested in taking part in it?

The interview is now finished. Thank you for your participation.

Closure We have come to the end of the interview now. May I check with
Protocol you that you were comfortable with the way in which the
interview was conducted?

Are you happy for me to come back to you to clarify any

responses, at a later stage, should that be necessary?

Thank you for your participation in this research.

Thank
You!