Use of remedial teaching approaches for dyslexic students: Experiences of remedial teachers working in urban Pakistan

The purpose of this study was to examine the experiences of remedial teachers while teaching dyslexic students in the urban hub of Pakistan—Karachi. The study explored assessment related experiences, the effectiveness of these approaches, and the challenges incurred by the teachers. Semi-structured interviews were conducted with nine remedial teachers: Interpretive Phenomenological method was used for analysis of their experiences. Results yielded six major themes: Assessment process (Pre- and follow-up assessments), Effective Teaching Techniques (the Orton-Gillingham approach, Sequential approach, Technology-assisted learning, Integrative approach, and Play Therapy), Common challenges (stigma and denial, late diagnosis, behavioral problems, slow progress, and incongruence in teaching), and Role of family (role of parents, and role of other family members). Based on the interview responses, the most effective and popular approach used was the Orton-Gillingham approach, which incorporated multiple senses in the learning process, and was altered to meet the specific needs of a student. Results, implications, and directions for future research are also discussed.