4. An exploration of the impact of picture books on students with dyslexia.

Tuty Elfira Abdul Razak1*

Dyslexia Association of Singapore

Abstract

Learners with dyslexia struggle with reading and comprehension. Many literacy programmes that are developed to help students overcome dyslexia and its related learning difficulties focus largely on phonics instruction. This study is an attempt to elicit the impact of picture books on the comprehension, verbal expression and engagement in reading of students with dyslexia. Research on this study centred on observing a group of six students aged 10 and 11 years old as they demonstrated their comprehension through retelling skills, their verbal expression of thoughts and ideas and their engagement in reading using picture books. This study adapted the Philosophy for Children (P4C) approach developed by Matthew Lipman and his colleagues at the Institute for the Advancement of Philosophy for Children (IAPC). The P4C approach which places emphasis on questioning skills, engaging in meaningful dialogue and reasoning was incorporated into post-reading discussions facilitated by the literacy therapist. The main findings indicated that the use of picture books helped the students recall details and sequence of events in the books as seen in the way they referred to these aspects in the post-reading discussions. They were also able to infer and make connections based on their learned prior knowledge and personal experiences. This study shows that picture books can be an alternative teaching tool to enhance a dyslexic’s learning experience and that visual literacy can offer an instructional opportunity to be incorporated into the classroom.

Keywords:           dyslexia, picture books, visual literacy, comprehension, retelling,                                                            engagement, philosophy for children

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4. An exploration of the impact of picture books on students with dyslexia.
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