Exploring the nature of phonological weakness in low-proficiency second language learners

Borodkin, Katy; Maliniak, Omer; Faust, Miriam

doi:10.1016/j.lindif.2017.04.005

Cited by 4 publications

(1 citation statement)

References 36 publications

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“…However, some studies show similar characteristics in L1 phonological processing in these two groups of learners (Sparks, 2016;Sparks & Luebbers, 2018;Sparks & Patton, 2016), while other research findings indicate that the weakness in phonological processing in L1 in non-dyslexic low-achieving FL learners transpires in a reduced set of skills in comparison to individuals with dyslexia. Poor FL performance of FL low-achieving students without dyslexia may be a consequence of difficulties in L1 phonological processing that they experience; however, these difficulties tend not to influence their reading acquisition in L1 (Borodkin & Faust, 2014a, 2014bBorodkin, Maliniak, & Faust, 2017).…”

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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