Chapter 5. Vocabulary Learning in Dyslexia: The Case of a Hungarian Learner

Learners’ perceptions of interest, difficulty and attention in a digital task bank for dyslexic learners of English and German and their inclusive classes

“…At the same time, Kormos, Sarkadi and Csizér (2009) also emphasize that there are numerous pedagogical techniques, including clear and concise instructions, meaning-focused practice, regular revision and verbal feedback that are vital for dyslexic learners, but also useful for other learners. Dyslexic learners might have poorer working memory and shorter attention span: slower learners in general can benefit from a step-by-step introduction of vocabulary, multisensory techniques and breaking longer, more complex tasks into several subtasks (Nijakowska, 2008;Sarkadi, 2008).…”

“…The Erasmus+ project entitled ENGaGE Digital English and German Task Bank for 4 th -8 th Class Dyslexic Learners 2 (2017-2020) aimed to contribute to shared thinking about effective ways of teaching foreign languages to learners with SEN, in particular learners with DRWD, and provide resources which facilitate the inclusive instruction of this learner group. The project design and material development was informed by the outcomes of previous studies mapping out the challenges of dyslexic learners and good practices of their tailor-made skills development (Csizér, Kormos & Sarkadi, 2010;Kormos & Nijakowska, 2017;Kormos & Smith, 2012;Nijakowska, 2008Nijakowska, , 2010Sarkadi, 2008;Szaszkiewicz, 2013), the supportive functions of digital technology (Alsobhi, Khan & Rahanu, 2015;Terrell, 2011), as well as the significance and possible frameworks of inclusive instruction and differentiation (K. Nagy, 2015;Pirogova, 2018;Timpe-Laughlin-Laughlin, 2018).…”

Inclusive practices for dyslexic language learners: an intervention study in the Greek EFL setting

“…However, research that explores the impact of intervention approaches in the realities of the classroom remains sparse (Snowling and Hulme, 2011) and the studies that have focused on the effectiveness of especially designed teaching practices for dyslexic language learners of English remains limited. The few studies that have met this have confirmed that the use of ICT, multisensory and direct teaching approaches enhance the development of dyslexic language learners' reading and spelling skills (Sarkadi, 2008;Nijakowska, 2010;Fernando, 2012;Mortimore et al, 2012). In settings where English is taught as an Additional (EAL) or a Second language (ESL) dominant is the use of Multisensory Language Instruction (MSL -Sparks et al, 1998), explicit teaching and the use of auditory and visual stimuli (Vear and Edwards, 2007).…”

“…In settings where English is taught as an Additional (EAL) or a Second language (ESL) dominant is the use of Multisensory Language Instruction (MSL -Sparks et al, 1998), explicit teaching and the use of auditory and visual stimuli (Vear and Edwards, 2007). Similarly, several studies in EFL settings have shown that dyslexic EFL learners' vocabulary breadth and knowledge increases with the use of multisensory and explicit approaches (see Sarkadi, 2008;Nijakowska, 2010).…”

Identifying the Executive Function Strategies in Learning Tenses and in the Verb Gap-Fill Task Performance of an EFL Student with Dyslexia

“…Firstly, a specific language-based literacy difficulty due to weak phonological awareness, poor rapid automatic naming and a lack of fluent reading, which contribute to a distinctive neureological brain pattern (Shaywitz 2005;Habib 2000; BDA; EDA) typical for individuals with dyslexia. As a result, students with dyslexia frequently experience similar obstacles in acquiring L2 (Ganschow, Sparks, and Javorsky 1999) as they do in their mother tongue (Schwarz 2003), or even more severe (Pižorn 2009), due to deep orthography of the English language (Sarkadi 2008;Roach 2001). In general, their difficulties manifest in misspelling and mispronouncing the words, omitting letters, blending the onsets or letters of the words with the previous/following ones, confusing similar words, having trouble understanding abstract words and quite often illegible handwriting.…”