Training of phonological and orthographic abilities in English for dyslectic student

For students with dyslexia, the most appropriate teaching methods are structured multisensory approaches dedicated to explicit language teaching. In the master's thesis, we presented learning of foreign languages, reading and writing skills and the processes involved. We described how transparency of individual languages affects reading and writing. Next, we focused on a specific learning difficulty – dyslexia – and described the problems that students with this disability face on a daily basis. We especially highlighted the problems and deficits of students with dyslexia that influence the learning of one foreign language in particular, English. We presented English language teaching approaches that are suitable for dyslexic students, focusing on programs that focus on teaching and acquiring phonological and orthographic aspects of the English language. In the empirical part, we presented a structured multisensory training, based on the direct teaching of connections between sounds and letters in the English language. We conducted it on the basis of the Beat Dyslexia textbooks with a pupil in the seventh grade of elementary school, who is recognized as a student with specific learning difficulties because of dyslexia. We assessed the effectiveness of the training by comparing the results in English reading comprehension tests, reading and writing words in English and essay composition. The purpose of the master's thesis was to verify the impact of direct instruction with structured multisensory training on the student’s performance on the tests after the training and on the student's success in English. Using the obtained results and comparing these, we evaluated the effectiveness of the training. A comparison of the results indicated that the pupil showed the greatest progress immediately after the completion of the training, since the student achieved better results in all areas: reading comprehension, independent writing, reading and writing of words. Two months after the end of the training, the results were poorer than just after the completion of the training but still better than before the start of the program. The presented program is useful for special education teachers as well as English teachers, who will be able to incorporate elements of structured teaching of phonological and orthographic skills into teaching and providing learning assistance to pupils with dyslexia