ARE ENGLISH TEACHERS REALLY TRAINED TO DEAL WITH DYSLEXICS?
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Objective: In order to guarantee sustainable academic progress in dyslexic students, this work is based on tools that help English teachers manage and assess dyslexics properly. Method: The evaluation and the diagnosis were made from the application of qualitative and quantitative protocols of the critical approach, determining, the acquisition of English as a second language. Results: After the initial evaluation, a proposal was made as a tool for teachers teaching this second language. An important material provided is a list of strategies and techniques that allow teachers to guide them in the class process and evaluate students withthis learning difficulty. This resourcewas designed to be applied in the Diagnostic, Formative, and Summative Assessment. Conclusion: It is important to offer dyslexics the opportunity to be taught and assessed according to their own abilities. Teachers also need to be guided to face this problem in the classroom.
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