Development and evaluation of EDUxic guidelines and the jomBACA teaching aid for dyslexic children to enhance reading skills in Malay language

Reading development among dyslexic children remains a key concern, especially in syllable recognition and sentence construction in the Malay language. This study aims to address these challenges by introducing the EDUxic guidelines and a structured classroom teaching aid called jomBACA. This study adopted a Design and Development Research (DDR) approach, guided by the ADDIE model, to explore needs, design, development, implementation, and outcomes. Eight objectives are formulated to examine the full process from early design to classroom application. Classroom observations, teacher reflections, and dyslexic children’s performance formed the basis of the implementation and evaluation phase. The jomBACA tool was applied in a focused classroom setting, and its effects were assessed through the post-test (M=14.80) score, which was higher compared to the mean score for the pre-test (M= 8.60). The qualitative analysis indicates that dyslexic children’s independence and engagement increase in structured sessions. Overall findings suggest that the ability to recognise open-closed and closed-open syllables, construct sentences, participation, and confidence during classroom activities increase among dyslexic children. The EDUxic guidelines offer a validated reference to guide instructional design, while the jomBACA teaching aid reflects these principles in practice. The outcomes suggest that a teaching aid built on clear objectives, grounded in dyslexic children’s needs, and applied through real classroom conditions supports reading development among dyslexic children. This study provides practical direction for future instructional efforts and contributes to the advancement of inclusive strategies in special education settings.