Experiences of a dyslexic child in an English as a foreign language class

Dimililer, Çelen; Istek, Esra

doi:10.1007/s11135-018-0730-9

Cited by 4 publications

(1 citation statement)

References 16 publications

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“…Many FL dyslexic students can compensate for their reading problems and demonstrate at least average achievements at different educational levels, especially when supported with appropriate teaching practices (Nijakowska, 2010;Olofsson, Taube, & Ahl, 2015). Nevertheless, the accumulating research evidence confirms that many students diagnosed with dyslexia in their first language (L1) experience difficulties of varying severity in learning additional languages (Bonifacci, Canducci, Gravagna, & Palladino, 2017;Dimililer & Istek, 2018;Kormos et al, 2019;Łockiewicz & Jaskulska, 2016Łockiewicz & Jaskulska, , 2019Toffalini, Losito, Zamperlin, & Cornoldi, 2018;Ylinen et al, 2019; see Kormos, 2017a, 2020, for a review), which seems to be apparent in both instructed settings, where additional language/s are learned in the school environment, and in naturalistic settings, where additional language/s are acquired in the home environment (Geva & Wiener, 2014;Martin, 2013;Peer & Reid, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

Cross-country comparison of EFL teacher preparedness to include dyslexic learners: Validation of a questionnaire

2020

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The aim of this study was to validate a 24-item TEPID (Teachers of EFL Preparedness to Include Dyslexics) scale measuring the beliefs of 546 pre-service and in-service teachers of English as a foreign language (EFL) across three countries (Cyprus, Greece, and Poland) on their preparedness to include learners with dyslexia in mainstream foreign language (FL) classes. Principal component analysis of the scale led to a two-factor structure, that is, knowledge and self-efficacy in implementing inclusive instructional practices with dyslexic EFL learners, and stance towards inclusion. The analysis of measurement invariance confirmed the generalizability of the TEPID across all subgroups and allowed valid comparisons between factor variances and covariances. The scale is a useful tool for investigating perceived teacher preparedness to include dyslexic learners and variables that influence TEPID, comparing the results across countries, and designing tailored pre-service and in-service training schemes on inclusion.

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Section: Literature Reviewmentioning

confidence: 99%

Cross-country comparison of EFL teacher preparedness to include dyslexic learners: Validation of a questionnaire

2020

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Specific Learning Difficulties in the TESOL Classroom

Nijakowska

2024

Springer Texts in Education

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Exploring the Language Learning Challenges of Dyslexics

Akpınar,

Çubukçu

2023

Advances in Early Childhood and K-12 Education

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Dyslexia is a specific learning disability which influences the ability to learn the language. Dyslexic individuals have difficulties in some aspects of the language such as reading, writing, vocabulary, grammar, and spelling. Hence, this chapter is an attempt to find out the challenges that learners with dyslexia encounter in vocabulary and grammar skills in learning a foreign language. In this study, the qualitative research paradigm was undertaken where an instrumental case study was administered on eight dyslexic children at the middle school on the west coast of the country. The present study was carried out utilizing a dyslexia checklist involving vocabulary and grammar items. Small group instruction with the learners was conducted and a dyslexia checklist was used on a weekly basis to measure the learners' improvement in vocabulary and grammar skills. Findings revealed that learners exhibited high performance in grammar and vocabulary.

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Experiences of a dyslexic child in an English as a foreign language class

Cited by 4 publications

References 16 publications

Cross-country comparison of EFL teacher preparedness to include dyslexic learners: Validation of a questionnaire

Cross-country comparison of EFL teacher preparedness to include dyslexic learners: Validation of a questionnaire

Specific Learning Difficulties in the TESOL Classroom

Exploring the Language Learning Challenges of Dyslexics

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