An instructional design for vocabulary acquisition with a hidden disability of dyslexia
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Abstract
The focus of this study is on an undiagnosed language learner with Dyslexia, facing problems in vocabulary acquisition. The purpose of this study is to enable the learner to acquire a pre-defined number of vocabularies within a given time limit. The method of this study is a case study in a real-life context with quantitative evidence that relies on multiple data collection tools, such as checklist, interviews, questionnaire and report cards of the learner. The results of this study demonstrate that the capability of the dyslexic learner can be increased to acquire 55 vocabularies in a week, which is the same number expected from their peers. The performance increase of the learner can be attributed to a new method of learning English vocabulary through game-based learning supported with spaced repetition. The individualised instruction designed for self-learning can be transformed into a group-based instruction in a classroom setting for anyone experiencing difficulties in vocabulary acquisition.
Keywords: Instructional design, performance increase, dyslexic learners, game-based learning, retention.
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