Analysis of English Language Errors of Pakistani Dyslexic Students at Elementary Level

Abstract

Dyslexia is a specific learning difficulty that significantly affects learners’ reading and writing abilities, particularly in second or foreign language contexts. In Pakistan, limited awareness, inadequate institutional support, and insufficient teacher training have further intensified the academic challenges faced by dyslexic learners. This study investigates the types and frequency of English language writing errors made by Pakistani dyslexic students at the elementary level, using the theoretical framework of Error Analysis proposed by Pit Corder. A quantitative research design was employed, and data were collected from a corpus of written paragraphs produced by dyslexic students aged 11–13 years studying in public sector schools. Following a systematic screening process, students were asked to write a paragraph on a familiar topic, which was then analyzed for linguistic errors. The identified errors were classified into categories including spelling, punctuation, word omission, prepositions, articles, verbs, and word addition. The findings reveal that spelling errors constitute the most frequent error type, followed by word omission and prepositional errors, indicating serious difficulties in orthographic processing and grammatical structuring. Many errors were influenced by first language interference, limited vocabulary, weak grammatical awareness, and cognitive constraints associated with dyslexia. The study highlights the urgent need for dyslexia-sensitive instructional strategies, remedial teaching programs, and curriculum adjustments tailored to the linguistic needs of dyslexic learners. By identifying error patterns and their underlying causes, this research contributes to applied linguistics literature and provides practical implications for teachers, syllabus designers, and policymakers seeking to promote inclusive and effective English language education in Pakistan.