An Analysis Of Reading And Writing Problems Faced By Dyslexic Students At The Primary Level

Abstract

This study examined the perceptions of school heads, teachers, and parents regarding reading and writing difficulties experienced by dyslexic learners at the primary level. Conducted across four private schools in Dera Ismail Khan, the research employed a descriptive survey design and administered a validated 7-point Likert-scale questionnaire to 381 participants (4 heads, 82 teachers, and 295 parents). Results showed that reading problems were moderately recognised (overall mean = 3.82), with 30.5% of teachers and parents expressing neutral views. Writing difficulties were recognised even less (overall mean = 3.64), with notable uncertainty across all stakeholder groups. ANOVA tests indicated no statistically significant differences among the three stakeholder groups for reading (F = 0.15, p = 0.863) or writing (F = 0.12, p = 0.887), suggesting consistent perceptions across stakeholders. The study recommends multisensory reading interventions (e.g., the Orton-Gillingham approach), assistive writing technologies (e.g., speech-to-text software and graphic organisers), and structured literacy programmes to address these challenges. Emphasis is placed on teacher training, parent awareness, and school-specific support frameworks within the local context.