Dyslexic students: from language learning to language testing

Pelleriti, Margherita

doi:10.4995/head18.2018.8231

Cited by 2 publications

(1 citation statement)

References 4 publications

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“…Some dyslexic students might not have difficulties with comprehension, but with expression of their intended meaning both in speaking and writing. Hence, in relation to writing activities, Pelleriti (2018) suggested that "students should not be penalized for their often-illegible handwriting and/or for spelling mistakes" (p.1488). Hence, the actions that need to be taken with the aim of improving the teaching process refer not only to lessons and lectures, but also to the assessment process.…”

Section: Dyslexia and Language Learningmentioning

confidence: 99%

DYSLEXIA & LANGUAGE TEACHING

Kitanova¹,

Koceva²

2022

PALIM

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Successful teaching is directly dependent on the teacher's ability to recognize the needs and difficulties of students and teach them appropriately. Therefore, it is essential to be aware of the range of difficulties caused by dyslexia in the language learning process. Dyslexia as a learning difficulty is still largely unrecognized in Macedonia and it is scarcely referred to as part of the educational process at any level. Herein, in this paper, we review the most common problems of dyslexic students and suggest possible solutions through some of the most common methods used in language teaching and teaching in general.

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Section: Dyslexia and Language Learningmentioning

confidence: 99%

DYSLEXIA & LANGUAGE TEACHING

Kitanova¹,

Koceva²

2022

PALIM

View full text Add to dashboard Cite

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Influence of assistive technology applications on dyslexic students: The case of Saudi Arabia during the COVID-19 pandemic

2022

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In Saudi Arabia, the COVID-19 pandemic forced students with dyslexia to complete their learning through online applications, like their peers without dyslexia. This study explores the influence of assistive technology (AT) on improving the visual perception (VP) and phonological processing (PhP) abilities of students with dyslexia. Three learning applications were used (Google Classroom, Zoom, and Quizlet) as AT platforms. A quantitative approach was adopted based on a quasi-experimental design. Single-subject experimental methods were used to examine the influence of AT on improving students’ VP, PhP, and frequency of access (FA). Fourteen students with dyslexia who were selected as participants through purposeful sampling were divided into two experimental groups based on gender. The results showed that AT influenced the VP, PhP, and FA in both experimental groups. Girls scored higher than boys in VP, PhP, and FA, and a positive correlation was found between VP and PhP with AT applications among girls and boys. A simple linear regression analysis showed that a significant and positive relationship exists between FA and the VP and PhP abilities of students with dyslexia through AT applications.

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Dyslexic students: from language learning to language testing

Abstract: Abstract

Cited by 2 publications

References 4 publications

DYSLEXIA & LANGUAGE TEACHING

DYSLEXIA & LANGUAGE TEACHING

Influence of assistive technology applications on dyslexic students: The case of Saudi Arabia during the COVID-19 pandemic

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