Task-Based Dictation: Dyslexic Children Deficiency Development Theory

Abstract

In order to develop a theory that would benefit children with dyslexia, this paper focuses on the deficiencies of dyslexic children. It considers Task-based Dictation as an approach in their development.  This paper will utilize the deductive axiomatic approach in theory generation following the steps provided by Padua (2012) as cited by Cabello. With the literature reviews conducted, there are four axioms created: (1) Task-Based Dictation facilitates language skills of children with dyslexia; (2) Task-Based Dictation improves phonological awareness of children with dyslexia; (3) Task-Based Dictation enhance grammatical competence of children with dyslexia;(4) Task-Based Dictation develops short-term memory of children with dyslexia. From these four axioms, five propositions were formulated; Task-based Dictation should (1) make use of note taking activities to children with dyslexia; (2) have more reading-writing activities;(3) provide rhyming and syllabication activities; (4) provide sentence construction tasks and activities; and (5) create learning activities and tasks that requires repetition. The formulated propositions motivated the researcher to generate TBD: Dyslexic Children Deficiency Development Theory. This theory emphasizes the impact of task-based dictation in the development of language skills, phonological awareness, grammatical competence and short-term memory of children with dyslexia.