INTEGRATING GENAI INTO EVIDENCE-BASED READING PRACTICES FOR DYSLEXIA: INSIGHTS FROM A CLASSROOM CASE STUDY IN GREEK EFL EDUCATION

Ioanna Kiapekaki, Emmanouela V. Seiradakis

Abstract


Learning to read in a foreign language can present additional challenges for learners with dyslexia, particularly when the orthographic structure of the second language differs significantly from that of the learner’s first language. Greek is considered a relatively transparent orthography, whereas English represents a deep orthography characterized by inconsistent grapheme-phoneme correspondences. This cross-linguistic difference may create additional barriers for Greek learners with dyslexia when learning English as a foreign language. The present study examines the reading difficulties of a Greek learner with dyslexia and explores the potential impact of a structured instructional intervention supported by generative artificial intelligence (GenAI) tools. The study employed a qualitative classroom-based case study design with a pre-post intervention component. The participant was a thirteen-year-old Greek learner of English diagnosed with dyslexia. Data were collected through oral reading assessments, miscue analysis, and systematic classroom observations. The intervention integrated multisensory phonological instruction, repeated reading activities, and GenAI-assisted development of adapted reading materials. Findings indicate improvements in decoding accuracy, reading fluency, and self-monitoring behaviour following the intervention. The learner produced fewer pronunciation errors, increased reading stability, and greater independence when encountering unfamiliar words. The results suggest that structured literacy approaches combined with GenAI-assisted material design may support the development of reading skills for dyslexic learners in English as a foreign language contexts. Although the findings are limited to a single case, the study shows the potential of combining evidence-based reading instruction with emerging educational technologies to support inclusive language education.

Keywords


Dyslexia, EFL, Greek, reading, generative artificial intelligence

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References


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DOI: http://dx.doi.org/10.46827/ejoe.v11i1.6591

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