Development of an instructional design model for elementary school students with dyslexia to learn Korean language

Objectives This study developed an instructional design model for systematic guidance of Korean language acquisition for elementary school students with dyslexia. Methods In order to develop an instructional design model suitable for dyslexic elementary school students, a draft instructional design model was developed based on the ADDIE model through analysis of previous studies. For the derived model, a total of three Delphi surveys were conducted on a panel of experts, and for the final model, a validity evaluation was conducted in five areas: validity, explanatory power, specificity, expressive power, and usefulness. Results The results of the Delphi survey of the instructional design model for understanding Korean for dyslexic elementary school students derived through this study are as follows. First, according to the analysis, design, development, execution, and evaluation procedures of the ADDIE model, the components to be carried out before, during, and after class were developed. Second, looking at the step-by-step implementation strategy for dyslexic elementary school students, the pre-class stage consisted of learner analysis, task analysis, demand analysis, environmental analysis, learning goal design, teaching strategy and method design, evaluation design, learner support design, teaching/learning material development, and learner support plan development. In-class activities consisted of stages before and during class execution, and in post-class activities, learner evaluation and program evaluation were performed. Conclusions The instructional design model developed through this study developed an instructional design model for teaching dyslexic elementary school students according to the step-by-step characteristics of the ADDIE model. In the case of dyslexic elementary school students, it is of paramount importance to consider individual learner characteristics and environment. Therefore, the instructor's learning guidance should be conducted based on the systematically developed instructional design model. Therefore, the instructional design model developed in this study is meaningful in that it can be used as meaningful data as basic data for teaching and learning activities in conducting Korean language understanding education for dyslexic elementary school students.