Introduction to Special Issue: Spelling and Morphology in Different Orthographies among Readers with and without Dyslexia

Abstract

orphological awareness is defined as the capacity to reflect on and explicitly manipulate the smallest meaningful units or morphemes in a word (Carlisle, 1995). It contributes to decoding, word recognition and reading comprehension

Using a VAKT Based Program to Develop EFL Primary Stage Dyslexic Pupils' Reading Skills

“…First, previous studies (IDA) (2019); Adolf and Hogan (2018);Colenbrander, Ricketts, and Breadmore (2018); Farrell (2013); Hebert, Kearns, Hayes, Bazis, and Cooper (2018); Schiff and Joshi (2017); (Stage & Davis, 2004) assured that readers with dyslexia are more likely to experience difficulties in expressive language skills, phonological skills including phonemic awareness, inability to pronounce letters and names quickly or read isolated word lists and contextual words. Furthermore, previous Egyptian studies (Elbeheri & Everat, 2006;Leicester, Lalont, & Rep., 2014) pointed out that primary stage dyslexic students had difficulty recognizing English phonemes that do not found in their language phonology.…”

“…Explicit phonics allows dyslexic pupils to use the phonemic decoding skills needed to decode words, and it allows them to understand the relationship between letters and sounds (Bowers, 2018;Wyse & Goswami, 2008). This type of correspondence between phonemes and graphemes are the basic skills that are needed in explicit phonics to identify the relationship between sound-symbol correspondences in words (Blevins, 2000;Phajane, 2014).The goal of explicit phonics for dyslexic pupils is to be able to decode words both in isolation and in text reading following the application of letter-sound correspondence (Schiff & Joshi, 2017;Tarrasch, Berman, & Friedmann, 2016). Explicit phonics is important for achievement for dyslexic pupils who exhibit core phonological deficits (Thompson, 2015).…”