LAUSR

Dyslexic students struggle to learn how to read. Yet, few studies reported on how dyslexic students learn to read. In this respect, special education teachers have adopted a myriad of ways to overcome dyslexic students’ reading problems. To respond to this need, the purpose of this study is to examine how phonology-based reading instruction could help dyslexic students improve their early reading abilities. Grounded in a mixed methods research design, four dyslexic students of primary school were recruited to participate in this study. The results of the study showed that the phonology-based reading instruction had a positive impact on improving the dyslexic students’ early reading abilities, particularly in Bahasa Indonesian-medium reading texts. This suggests that phonology-based reading instruction could effectively be implemented if special education teachers could enact phonological instruction as a prerequisite for identifying the students’ early reading ability and phonics instruction as an instructional reinforcement for building students’ early reading repertoire.