A Fuzzy Delphi Approach to Evaluating Language Curriculum Models for Dyslexia

Nor Bibi Maslina Jusoh; Norliza Kushairi

doi:10.32890/mjli2026.23.1.3

Authors

Nor Bibi Maslina Jusoh School of Education, Universiti Utara Malaysia, Malaysia
Norliza Kushairi School of Education, Universiti Utara Malaysia, Malaysia

DOI:

https://doi.org/10.32890/mjli2026.23.1.3

Keywords:

Dyslexia, fuzzy Delphi method, curriculum, multi-sensory, language teaching

Abstract

Purpose – The learning challenges faced by dyslexic students highlight the need for curriculum models that go beyond general teaching practices. This study evaluates a newly developed Dyslexia Curriculum Model (DCM) comprising six clusters: Individual Education Plan (IEP), multisensory learning style, teaching method, type of dyslexia, language skills, and assistive technology. The evaluation aims to confirm the model’s appropriateness and usability in guiding teachers for language instruction among dyslexic learners.

Methodology – The study employed the Fuzzy Delphi Method (FDM) to obtain expert consensus on eighteen elements within the DCM. Thirty special education experts from different regions of Malaysia participated in the evaluation using a seven-point Likert scale. The process involved fuzzy analysis to determine the threshold values, consensus levels, and defuzzification scores for each element.

Findings – Results show unanimous agreement among experts on all elements, particularly those under the Individual Education Plan cluster, which recorded full consensus. The analysis confirmed that all components met the acceptance criteria, with threshold values below d ≤ 0.2. These findings indicate that the DCM is both valid and practical for classroom application, offering a clear framework for planning and implementing lessons tailored to dyslexic learners.

Significance – The validated DCM provides a structured yet flexible guide for teachers, combining evidence-based strategies with inclusive approaches. While it was designed for Bahasa Melayu instruction, its adaptable structure allows for use across other language contexts. The study reinforces the importance of expert-driven evaluation in developing inclusive curriculum frameworks and suggests that further research should focus on large-scale implementation and teacher training.

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