Identifying Dyslexia in Middle School EFL Classrooms

Authors

  • Amanzholova A. Student, West Kazakhstan University named after Makhambet Utemisov, Oral

Keywords:

dyslexia, EFL classroom, middle school students, English language learning, reading difficulties, spelling errors, phonological awareness, inclusive education

Abstract

This article examines the process of identifying dyslexia in middle school EFL (English as a Foreign Language) classrooms. The study focuses on the main linguistic, cognitive, and behavioral signs of dyslexia that appear during English language learning. Special attention is given to the difficulties students experience in reading, spelling, pronunciation, and vocabulary acquisition. The article also discusses the role of teachers in early identification and highlights practical classroom strategies that may help recognize dyslexic learners more effectively

Published

2026-05-17

How to Cite

Amanzholova A. (2026). Identifying Dyslexia in Middle School EFL Classrooms. World Scientific Reports, (13). Retrieved from https://ojs.scipub.de/index.php/WSR/article/view/8704

Issue

No. 13 (2026): World Scientific Reports

Section

Philological Sciences

License

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.