ABSTRACT
Motivation energises behaviour and keeps it sustained and focused over longer periods of time. Explaining this fact early on to students with dyslexia increases their own metacognition and awareness of motivation and assists them in self reflecting, which in turn increases their motivation and on task behaviour. Students with dyslexia learn best and are more likely to ask for help in the classroom when a culture of learning is promoted and when mistakes are welcomed and considered a natural component of the learning process. Teachers can give their students with dyslexia organisational choices. When students with dyslexia have the chance and the opportunity to be more involved in designing their own learning experiences, the result is better understanding of the goal of the lesson and more attachment to learning outcomes. Goal setting training starts with an effective assessment process which is a vital tool for keeping students engaged and retaining them.
