An Investigation into the Promotion of Different Strategies for Students with
Dyslexia in the Wood Technology Classroom: an Action Research Study.
Researcher: Gráinne McLaughlin Supervisor: Dr Marie English
G00388874
Introduction
This research set out to explore, through action research, how students with
dyslexia can be best supported in the wood technology classroom. According
to the Wood Technology curriculum ,(NCCA, 2018) certain skills needed to
be successful in the Wood Technology classroom are reading for
comprehension, following instructions, labelling tools, and identifying
information. All of these skills can be difficult for students with dyslexia.
According to the Dyslexia Association of Ireland between 4% to 17% of the
population may be considered to have dyslexia (DAI, 2022). More boys than
girls are diagnosed with dyslexia. One can see that from data on individuals
who have been referred for a dyslexia assessment, the male : female ratio
ranges from 3:1 to 5:1. (Knight, & Crick, 2021, ). Therefore, more boys than
girls tend to choose practical subjects, so I am interested in finding out ways
to help them to be successful in the classroom.
Aim and Objectives
Aim
To investigate strategies to help students with dyslexia in the wood
technology classroom: an action research study
Objectives
➢ To clarify terminology, including dyslexia, practitioner research and action
research.
➢ To conduct a literature analysis study on dyslexia including relevant
educational theory.
➢ To conduct original primary research using action research methodology,
on dyslexia.
Literature
British Dyslexia Association define dyslexia as difficulty processing and
remembering information individuals see and hear, which can affect learning
and the acquisition of literacy skills (BDA, 2010). To be diagnosed for dyslexia an
assessment is carried out by a psychologist. Information is collected by the
education institution and by parents. Together with a psychologist's report, the
assessment can recommend certain supports if the student is diagnosed with
dyslexia.
In a practical classroom students with dyslexia use skills such as repeating
instructions, learning with their senses, and the correct use of tools and
techniques. Scaffolding in learning (such as Burner, 2006) will explain the
concept of scaffolding is useful for teachers to adopt as it encourages
supported interventions and techniques for learners when and if they need
them.
Contact: Grainne McLaughlin
Email: G00388874@atu.ie
Methodology & Methods
The methodology used was action research in accordance with the Teaching
Council Guidelines (2016). Efron and Ravid discuss that action research enhances
teachers' ability to grow professionally (2020). I abided by ATU's ethics policy on
carrying out research.
I used Atlantic Technological University 4 Stage Model, an adapted form of the
Braun & Clarke Model (2022) for the thematic analysis of
data gathered.
My data gathering methods were:
➢ Observations of my teaching by experienced co-operating teachers
➢ Interviews with Specials Needs Co-ordinator.
➢ Journal reflections on my teaching of students with dyslexia.
Figure 1:Common Areas of Difficulty for Students with Dyslexia
Findings – 3 Themes
There are 3 main themes, of which there are sub-themes.
Findings 1: Using Techniques to Help Memory
Subthemes
➢ Using all senses to remember.
➢ Poor short-term memory.
➢ Relating the topic to real life examples .
Findings 2: Building Confidence in Becoming an Independent
Learner
Subthemes
➢ Pacing workload
➢ Being self-reflective
➢ Developing motivation to keep engaged
Findings 3: Teacher Preparation and Development of Learning Aids
Subthemes
➢ Teacher needs to be well prepared
➢ Scaffolding work requirements.
➢ Giving students time to prepare and practise their work.
Conclusion & Recommendations
In the Wood Technology classroom, students with dyslexia can face several
difficulties, especially with reading, information processing, and memory.
Students appeared to be negative because of the challenges, and needed
practical methods to assist them in accessing the material and being successful in
the classroom.
Students with dyslexia can be supported and can find success, but it involves a lot
of commitment from the teacher and careful planning re: graded work,
preparation on the part of the student and supports to help the student to retain
the information.
I suggest that, in the future, more research on dyslexia is carried out, but from the
viewpoint of the student, with the hope that from the research there will be
appropriate awareness, changes to practice (if necessary), and guidance from
educators in how to best support students with dyslexia.
Acknowledgements
I would like to thank the following people for their guidance and support throughout this
research project: Dr. Pauline Logue-Collins (Module Leader), and Dr. Marie English, (Research
Supervisor). I would also like to thank the principal, co-operating teacher and special needs
coordinator who assisted or participated in my research.