Abstract

This research focuses on the process engaged in by a group of dyslexia learners, to create learning materials by using the ‘Imaginative Learning Approach’. This research investigates the nature, number and balance of interactions of the 40 subjects and further investigates the content of discussion and reactions which occurred while using the learning approach. The participants consisted of 40 subjects (Level 1- ages between 7 to 9) with dyslexia from five schools in Selangor and Negeri Sembilan, Malaysia. Subjects were given an imaginative corner where they made believed and created scenarios. The creation will be according to the theme given for the week, for instance, ‘Shop’. They were given the props and made believed the situation at the shop. They transferred the situation to a storyboard with the help of the researcher. The subjects created a short story based on situations by using the ‘Clicker 5’ programme. ‘Clicker 5’ is a programme where subjects are able to create their own writing. Most importantly, subjects were given the chance to choose their own words to write the story. The ‘Imaginative Learning Approach’ was introduced to enhance learning the English language and therefore to encourage subjects in collaborating with their peers. It was found that dyslexia learners were able to collaborate with peers in ‘Imaginative Learning Approach’.