Abstract
The study explored teachers’ experiences in teaching learners with dyslexia at a remedial
school. The study investigated their experiences in teaching reading to the specific category of
learners and specific strategies that teachers used in their practice and challenges faced by
teachers. The study utilised a qualitative research approach, adopted an exploratory case study
underpinned by an interpretivist paradigm. The study used purposive sampling to select
participants, the principal and teachers who taught learners with dyslexia at a remedial school.
In-depth interviews were used to collect data, which was thematically analysed. The study
utilised the socio-cultural theory of cognitive development that highlighted the zone of
proximal development (ZPD), to interpret and understand the deep underlying factors in the
experiences of teaching reading to learners with dyslexia. The finding was that the teachers
used a phonological approach to teach basic reading skills and utilised multisensory learning
to teach learners with dyslexia how to read at a basic level. Recommendations for the remedial
school is the development of a specific policy on how to teach reading, writing, speaking and
listening skills to learners with dyslexia to the level of comprehension required in the South
African basic education. It also recommended that the Department of education includes
phonological and multisensory approaches in the teaching guidelines for the teaching of
reading.