Dyslexia and English.odt (original) (raw)
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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 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.
Dyslexia and Learning Difficulties in English Language Teaching
There has been a lot of discussion regarding Dyslexia and LD, mostly during the last two decades, when the number of students facing them seems to be rising. Despite opposing voices (see Prof. Julian Elliott & Elena Grigorenko’s book “the Dyslexia Debate”), the majority of scientists agree that Dyslexia and LD are part of our everyday teaching life and as such, solutions should be sought in order to create a more inclusive educational environment.
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...
Haifa: Haifa University, 1994
A study at Haifa University (Israel) investigated the feasibility of a diagnostic test for dyslexia at the college level, among students studying English as a Second Language (ESL). This process and the development of remedial ESL reading materials for this population, to be used in the language laboratory as a supplement to regular ESL courses, are described. First, dyslexia is defined and discussed and common reading 'errors are identified. Then the development and testing of a screening and diagnostic test for dyslexia is reported. The pilot test consisted of 96 English words for reading into a microphone, 12 Hebrew place names to be written in English, and four questions on student perceptions of their own reading problems and strategies. Students' taped and written responses were analyzed by multiple examiners. Results suggest the test is useful for screening students for further testing and diagnosis. Development of the language laboratory instructional materials and the resulting nine-lesson module are described briefly. It is noted that due to positive student response, materials development continues for other instructional levels. The screening test, a reading comprehension test and answer key, and an outline of the instructional materials are appended. Contains 15 references. (MSE) Reproductions supplied by EDRS are the best that can be made from the original document.
An analysis of dyslexic students at the elementary level
w.aabri.com
The study researches the success rate of dyslexic students at the third, fourth and fifth grade levels on the reading portion of the TAKS test in a school district in south central Texas. In 2007, a school district in south central Texas implemented a dyslexia program, Basic Language Skills, which utilizes all learning pathways in the brain (visual, auditory, kinesthetic-tactile) simultaneously in order to enhance memory and learning. The district studied implemented the new program because the program previously used was not yielding the results that the district was desiring. The dyslexic students were not progressing, as they should. This study examined the specific population of dyslexic students at the third, fourth, and fifth grade levels to determine their success rates based on the standardized testing. The focus of the study was to determine if the dyslexic students in the district in south central Texas were being best served with the Basic Language Skills program.
ANALYZING THE EFFECTS OF DYSLEXIA AND THE PRIMARY STEPS TO BE TAKEN FOR CHILDREN AT SCHOOLS
Dyslexia particular learning disability that influences reading and related language-based processing aptitudes seriousness can contrast in every person except can influence reading familiarity, disentangling, reading understanding, review, writing, spelling, and in some cases discourse and can exist alongside other related disorders. Dyslexia is a particular learning disability in reading. Children with dyslexia experience difficulty reading precisely and easily. They may likewise experience difficulty with reading cognizance, spelling and writing. Bringing up a child with dyslexia is an adventure. This paper aimed at reviewing the spelling difficulties by dyslexics and identifying the intervention approaches performed with regard to this topic.
Language Disorder of Dyslexic in Dyslexic Vlogs
2020
This study examines the problem of dyslexia. The researcher chose this topic because it was assumed that dyslexia could affect someone's learning process, as we know that dyslexia is commonly known as a learning disability. Dyslexia occurred because of language disorders which affect learning process. The learning disabilities mostly included as reading and writing difficulties. The difficulties in reading and writing made dyslexic people have kinds of errors at both skills. This research had two research questions; the first was the type of writing difficulty faced by dyslexics, and the second was the type of reading difficulty faced by dyslexics. This research used descriptive qualitative method study to investigate the problem of dyslexics in some vlogs. The researcher collected the data by watching, transcribing, classifying, and analyzing the vlogs. This research aimed to understand the types of difficulties through an error of people with dyslexia based on dyslexic vlogs. Therefore, the researcher used Levinson's (1994) theory to analyze the types of reading and writing errors faced by people with dyslexia. According to Levinson (1994), the errors in writing and reading are the same types of errors. The results of the finding indicated that writing errors were more common in people with dyslexia. In writing difficulty, people with dyslexia produced almost all types of writing error, except condensation and reversal. The types of writing errors done by people with dyslexia were substitution, omissions, insertions, displacements, and guessing. Therefore, the results of this study showed that reading errors in dyslexic did not often occur. Based on the vlogs, the researcher only found four kinds of reading errors produced by dyslexic. They were substitution, omission, displacement, and reversal. From the previous explanation, this research expected to be a theory that can enrich further researchers to find the phenomenon of reading and writing errors.