A Phonemic-Based Methodology for Overcoming Dyslexia in Primary School Children through Sound Analysis Instruction

Pulatova Dilfuza Azamkhulovna, Toshpulatova Odina Ikhtiyor, Eshkuzieva Gulirano Bakhtiyor

Abstract


Dyslexia is a learning disorder that affects the development of reading and writing skills in primary school children. This study explores a phonemic-based methodology that uses sound analysis instruction to support students with dyslexia. The approach focuses on enhancing phonemic awareness, strengthening the connection between sounds and letters, and improving overall literacy. Using multisensory techniques, including visual aids, sound games, and interactive exercises, the method helps children accurately identify, differentiate, and pronounce sounds within words. The research involved both individual and group sessions with students, demonstrating significant improvements in reading accuracy, speed, and self-confidence. Findings also highlight the importance of tailoring instruction to the child’s individual needs and incorporating interactive tools to boost engagement. The proposed methodology offers practical benefits for teachers, speech therapists, and parents working with children who face challenges related to dyslexia, and it contributes to inclusive and effective educational practices.

Keywords


Dyslexia; Literacy development; Phonemic awareness; Primary education; Sound analysis

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DOI: https://doi.org/10.17509/ajsee.v4i3.82474

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