ABSTRACT
In this chapter, a new set of four research participants are introduced and Action Research (Cycle Three) and Teaching Strategy Three are embarked upon. Drawing from Charles Peirce’s theory of semiotic signs and David McNeill’s labeling of gesture types, when devising actions to inhabit character needs and meaning, an identification of the type of gesture used, its referent, and rationale for the manner of the action, related to the significance of meaning found in the text, is given primary focus. The work explores the possibility of adding this gesture identification as a seventh stage in the Stanislavski-inspired Actions sequence introduced in the previous chapter. In practice, this task had an unsatisfactory outcome for three of the students with dyslexia, by undermining their ability to accomplish the sequenced exercise and act the scene while exacerbating their anxiety levels. This was in marked contrast with the non-dyslexic students, who could complete the exercise with some ease. The reasons for the results are analyzed, involving participant views, critical friend feedback, and a study of the literature. Difficulties with working memory, dual-tasking, and cognitive overload emerge as dominant factors.
