Developing a Framework for Integrating Multisensory Techniques into English Language Learning Curriculum for Dyslexic Learners

Abstract

This project aims to develop a framework that integrates multisensory approaches into the English language learning curriculum for dyslexic learners in Abha, Saudi Arabia. I used Structural Equation Modeling (SEM) to examine data collected from a sample of 120 people. The objective was to ascertain the impact of multimodal approaches on English language competency. I examined the impact of student involvement and teacher effectiveness on this correlation. In addition, I investigated the potential impact of dyslexia severity on these consequences. The findings demonstrated that the use of multimodal approaches had a noteworthy effect on language competence. This effect was impacted by several other elements previously discussed. The study's results emphasize the need of implementing a comprehensive curriculum that engages many senses and can be tailored to meet varying degrees of dyslexia severity. Some suggested practices include developing an inclusive curriculum that incorporates other cultures, offering comprehensive training for educators, using adaptable teaching methods, routinely evaluating students' progress, and fostering cooperation among all parties involved. Providing assistance to individuals with dyslexia is of utmost significance, and these efforts are playing a pivotal part in accomplishing that goal. Furthermore, they are in complete accordance with the educational reform objectives outlined in the Kingdom's Vision 2030.