Dyslexia and Learning Difficulties in English Language Teaching (original) (raw)

Difficulties in English Language Learning for Students with Dyslexia

SEEU Review

Teachers always try to give their best to educate all students that have been entrusted to them! Knowing that everybody has the right to learn and be well educated, the Ministry of Education, Science, and Technology after the war took considerable actions in an effort to promote inclusive education in the Kosovo education system (Ministry of Education, Science, and Technology, 2007). However, teachers are facing different challenges while trying to teach students with mild or moderate specific learning difficulties together with those who don’t have learning difficulties. Understanding specific learning difficulties may not be hard but handling it is a great challenge. So what are specific learning difficulties? This research studies specific areas of inclusive education based on the difficulties students have while learning English Language, how to deal with these difficulties, how can inclusive practices within the school help, what practical teaching approaches can be used, what ...

Dyslexia and English: Degree of Difficulties Faced by the Students with Dyslexia while Learning English

This research aims to investigate the hypothesis that students diagnosed with dyslexia face a greater amount of difficulty when they attempt to learn a foreign language and especially English. On a survey carried out in the form of a questionnaire, two groups of students completed the same questionnaire regarding their difficulty to learn the basic skills such as reading, writing, listening, and speaking. The questions mostly focused on the difficulty they may face in spelling, reading, and listening which are the main aspects of the language dyslexic students' score lower than students without dyslexia. The answers were evaluated with the use of the statistical method of t-test. The findings of the survey displayed a great difference on the score chosen by the two teams, which indicates the greater degree of difficulty the dyslexic students face confirming the original hypothesis.

Educational Insights into Dyslexia

Rupkatha Journal on Interdisciplinary Studies in Humanities, 2021

Dyslexia is a specific learning disorder characterized by difficulties in reading, writing, and spelling due to compromised phonological processing skills. Treatment of dyslexia solely with medical support is farfetched. However, it can be surmounted by the combination of special education interventions and supportive psychosocial care. Suitable approaches coupled with beneficial learning strategies enable dyslexic learners with consummate linguistic achievement. Although dyslexia research offers an increased understanding from a biological standpoint, the knowledge gap on the educational front is unfortunately persistent. To this end, this paper revisits the teaching-learning aspects of dyslexia. Teaching principles and approaches, strategies to support learning, and personalized educational plans are discussed in detail. Acknowledging the difficulty, familiarizing with the approaches, and attaining successful outcomes via essential practices emphasize the inclusiveness of dyslexic learners in the curriculum. We contend that the educational insights into dyslexia will provide informed teaching and learning solutions.

Dyslexia and Foreign Language Learning

2012

This study investigates the concept of dyslexia, the nature of problems and challenges that dyslexic student encounter during their studies, possible opportunities and the strategies how to support dyslexic language learners. Through conducting online research and review, it has been revealed that dyslexia is not a stigma nor a severe illness, though it was believed so, but it disclosed how one's brain can work differently and creatively than others'. Educators and parents have important roles in helping and supporting dyslexic students. Teachers should keep in mind that their helpful encouragement of dyslexic students in their learning process can support them in managing their study and learning habits.

A Concise Introduction to Dyslexia in the Adult English Language Classroom

2022

This publication will give you concise information regarding dyslexia in your adult English language classroom based on recent studies from the most prominent researchers in the field. Through its compact format, you will delve into detection, referral, establishing a tutoring program, and approaching dyslexia in your classroom.

Dyslexia and English.odt

This research aims to investigate the hypothesis that students diagnosed with dyslexia face a greater amount of difficulty when they attempt to learn a foreign language and especially English. On a survey carried out in the form of a questionnaire, two groups of students completed the same questionnaire regarding their difficulty to learn the basic skills such as reading, writing, listening, and speaking. The questions mostly focused on the difficulty they may face in spelling, reading, and listening which are the main aspects of the language dyslexic students’ score lower than students without dyslexia. The answers were evaluated with the use of the statistical method of t-test. The findings of the survey displayed a great difference on the score chosen by the two teams, which indicates the greater degree of difficulty the dyslexic students face confirming the original hypothesis.

Dyslexia: Implications for Learning, Teaching and Support Aa bsasasatract

Dyslexia is a syndrome with a range of characteristics that vary in form and severity. This article outlines some of the implications for learning, teaching and support for academics and technical staff to consider. It also provides some handy hints for staff to adopt in their teaching. Finally, the paper finishes with a list of indicators that may alert staff to the possibility of dyslexia among students.

Studies of Dyslexia: Implications for Education

1982

A review of German research studies on dyslexia since 1970 found 70 studies that were either empirical investigations or new theoretical perspectives on already existing data. These studies were then classified according to whether they were explicitly or implicitly related to educational procedures and according to their inherent assumptions about the nature of reading disability and reading or spelling programs. Studies with implicit educational value were again classified according to how they identified characteristics of poor readers or spellers: causal factors, deficits in psychomotor or cognitive domains, charactefistic symptoms in reading or spelling (eye movements and errors), and partial deficit processes. Studies with explicit educational value were divided according to their psychological interventions (cognitive, psychomotor, psychotherapeutic, muscle relaxation, autogenes) and according to their specific program (cognitive, linguistic, comprehensive, prevention, remedi...