This study explores how pre-service teachers prepare for and assist dyslexic students in improving their reading comprehension. Dyslexia, a specific learning disability, significantly hinders the ability to read and spell, which in turn impacts academic performance and self-esteem. These challenges occur despite dyslexic students' normal cognitive skills, underscoring the need for specialized instructional strategies. This research aims to understand pre-service teachers' methods and preparations to effectively support dyslexic students, ultimately enhancing their reading comprehension skills and overall academic success.
The research was conducted as a qualitative case study at a junior high school in Surakarta, Indonesia, employing a robust methodological approach to gather detailed insights. Data were collected through classroom observations, allowing researchers to witness firsthand the interactions between teachers and dyslexic students. Interviews with teachers provided deeper insights into their experiences, challenges, and strategies in teaching dyslexic students. Additionally, document analysis and other relevant materials offered a comprehensive view of the instructional practices and adaptations implemented for dyslexic students. This triangulation of data sources ensured a well-rounded understanding of how pre-service teachers are trained and how they adapt their teaching to meet the needs of dyslexic students.
The findings highlight several key factors that influence dyslexic students' reading comprehension. Creating inclusive classroom environments where dyslexic students feel supported and understood is essential. Effective communication between parents and schools ensures that students' needs are consistently addressed at home and in the classroom. Teachers' positive attitudes, patience, and tailored instructional strategies significantly enhance reading skills. External factors such as parental involvement, negative treatment from peers and surroundings, government regulations like zoning policies, and socioeconomic constraints also impact the academic performance of dyslexic students. To address these challenges, it is recommended that schools implement targeted interventions and support systems, especially during critical developmental stages. Additionally, ongoing professional development for teachers on dyslexia-specific strategies can further enhance the support provided to dyslexic students, ensuring they receive the necessary resources to succeed academically.
