Abstract:

Classrooms are characterized by and identified with learners having peculiar eccentricities and idiosyncratic leanings towards learning. That is an indispensable feature and constituent component of almost every classroom from elementary through secondary to tertiary levels. The present study is aimed to explore and examine the prevalence of dyslexia among students at the primary level in Khyber Pakhtunkhwa, Pakistan. Reasons behind such learning obstructions are highlighted and, in effect, remedial measures are suggested to cope with such barriers to learning. The study has invoked a mixed-method design to propose sensible solutions to the impediment(s). The population of the study was English language teachers employed at and students enrolled in the primary classes of public sector schools in Khyber Pakhtunkhwa. Purposive sampling technique was used for the selection of the said sample. The screening test revealed that 8% of students scored high in it, and were identified to have dyslexia. The study concluded that elementary school teachers are not equipped to resolve multiple classroom issues because of dyslexics. Because the problems involved are classroom management, time control, to follow the code of conduct, completion of course(s) on time, and engaging the attention of the affected dyslexics. The study has recommended that teachers need to deal with the dyslectics with compassion and encouragement, and appreciate their classroom performance. Teachers and parents must also be trained for coping with such learners because they need special attention.

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