Correction of Dyslexia in Teaching English to Middle School Students

Abstract

This article examines the problem of dyslexia correction in teaching English to middle school students. The study analyzes the main learning difficulties experienced by students with dyslexia during English language acquisition, including problems related to reading, pronunciation, spelling, and vocabulary memorization. Special attention is given to the effectiveness of multisensory instruction, phonics-based activities, contextual learning, and interactive teaching methods. The article also discusses the importance of supportive classroom environments and individualized instruction in improving students’ communicative competence and academic performance