'Who I work with is important': dyslexic students' narratives about the benefits of grouping for instruction in Caribbean classrooms

This article utilises a multiple case study strategy to explore the narratives of Caribbean students with dyslexia on grouping for instruction. It presents a model on learner engagement which highlights students' cognitions about the social and cognitive aspects of learning and the processes that contribute to building knowledge and understanding. The qualitative research design combines multiple methods of data collection, mainly focus groups, in-depth interviews, documentary evidence along with narrative observations to capture the experiences of students. This research also demonstrates that students are the most powerful resource available to teachers, and that engaging them in dialogue can facilitate the development of effective pedagogies for teaching.