Abstract
Today's society holds high regard for academic performance. Learning difficulties can result in a low self-esteem and high anxiety among learners who struggle with reading. Stressful situations can exacerbate the challenges that dyslexics face daily. People who feel they don't have sufficient coping resources feel stressed. This research aimed to determine the effectiveness of using Tension, Stress and Trauma Releasing Exercises (TRE®) as a self-regulatory tool to assist in the reduction of anxiety levels of learners with dyslexia. TRE® is a sequence of seven exercises that trigger neurogenic tremors to relieve the deep muscle tension associated with stress and anxiety.
The study relied on a generic qualitative research design with an interpretive paradigm. Five learners from Johannesburg and Centurion participated in the study. Data was collected using the Beck Youth Inventories – Second Edition test, semi-structured interviews, a Google questionnaire form, and observations. The data was thematically analysed, and four themes were identified, namely physical, emotional, behavioural and health changes.
The study concluded that both learners and their parents found TRE® to be an effective self-regulatory tool to lower anxiety levels for learners with dyslexia. Furthermore, the participants highlighted an improved sense of self, sleep patterns and ability to concentrate on academic work.
KEY WORDS
Tension, Stress and Trauma Releasing Exercises (TRE®), Anxiety, Dyslexia