Résumé:
The present work aims at investigating the issue of dyslexic pupils in the Algerian
classroom. The main question that is raised in this research is whether teachers are
aware of their pupils’ language disorders, mainly, dyslexia. The problematic at hand
seeks to find out whether teachers are trained to identify and cope with dyslexia in
pupils. In order to answer this research question, the requirement of the present
investigation urged the employment of a triangular approach which is the mixed method. A structured interview directed to different speech therapists from Relizane
was conducted as a data collection tool that was directed to speech therapists from
Relizane. Questionnaires were also delivered to middle school teachers. Moreover,
an observation coupled with an experiment of verbal behavior were also conducted
in the classroom. The targeted participants are teachers from Ameur Ameur
Abdelkader middle school in Relizane, and two groups of informants containing
respectively 24 and 25 pupils. The whole experiment was based on Skinner’s
linguistic approach which is the verbal behavior approach. The findings of this
research proved that applying Skinner’s reinforcement theory of motivation in the
classroom can be effective to dyslexic pupils. However, teachers are not fully aware
of their pupils’ language disorder neither do they adjust and evaluate their teaching
method with them because they are not trained enough to identify the issue on their
pupils.
