TEACHING LEARNERS WITH DYSLEXIA IN JUNIOR HIGH SCHOOL OF POLAND

The article presents the problem of dyslexia among students, especially students in integrated English classes. In the first part of the paper there were shown the symptoms of dyslexia such as organic concept, genetic concept and emotional concept. In the next section of this article were shown the difference in learning between dyslexic and non-dyslexic. The Polish Ministry of Education gives specific clues on how to work with dyslexics, especially for teachers who will teach mixed-ability groups. According this clues dyslexics for example should sit near the teacher, teachers should not ask them to read aloud and the teachers should be opportunities for reading books with parents at home where parents would supervise them. Lessons should be based on practical communication in everyday life, during the test dyslexics should have more time than others from the same class and teachers should involve their emotion during the lesson. In the next part of the article the attention has been focused of memorization of vocabulary and dyslexia. Many teachers complain that they have problems dealing with mixed-ability classes. This section attempts to provide suggestions for dealing with mixed-ability classes. Most teachers have to teach mixed-ability groups but they may not be aware of using mixed-ability teaching strategies. Dyslexics have different preferences for learning and organizing work in the classroom. A mixed-ability class displays a range of abilities, learning styles and preferences. In this part of paper were presented effective methods of teaching foreign languages to mixed-ability groups, especially in the light of the recent decrees of the Minister of Education, which regulate the position of students with developmental dyslexia in the Polish education. In the next part of this paper were presented techniques in teaching vocabulary to dyslexics and non-dyslexics. Some of these strategies can be called cognitive, another strategies are called metacognitive. For teachers it is easier to teach a group of learners who are healthy rather than teaching a mixed-ability group. In this section there are some examples how to deal with teaching in such a class. Following unit is conception of the quasi-experiment which was conducted in a mixed-ability group of lower secondary school which comprised dyslexics. The results of the test and the final questionnaire indicated that in a mixed-ability group both dyslexics and non-dyslexics may have an opportunity to achieve knowledge. The aim of the quasi-experimental lessons was fulfilled as the results of the final test indicated that both the dyslexics and non-dyslexics were successful and managed to memorize the vocabulary items taught. Moreover, the results of the post-observation questionnaire presented that most of the learners were aware that games and pictures had accelerated their memorization. The last point of the article were conclusions, weak points and implications for the ELT classroom. There were number of factors that might have had an influence on the validity observation conducted and the conclusions drawn on its basis. The quasi-experiment produced evidence that the use of techniques in teaching a mixed-ability group during a vocabulary-based lesson could be of real aid in teaching vocabulary to young learners