Currently, dyslexic children are tested and diagnosed only after they tried and failed to learn how to read. The ideal situation is for a dyslexic to be diagnosed at an early age and learn how to deal with this condition as early as possible. If a dyslexic children fail to get the necessary help, their learning and reading disability will usually result in frustration, loss of self-confidence and, as can be expected, low self-esteem.
Table of Contents
Introduction
Chapter 1 - Theoretical Background
1.1. Terminology and definition of dyslexia
1.2. History and Origins of Dyslexia
1.2.1.1. The Origins of Dyslexia
1.2.1.2. The Evolution of Dyslexia Research
1.2.1.3. Modern Approaches towards Dyslexia
1.3. Possible Causes of Dyslexia
1.3.1. Neurological/Brain Causes
1.3.1.1. The Hemispheres
1.3.1.2. Phonological Skills
1.3.1.3. Visual Aspects
1.3.1.4. Motor Control
1.3.2. Cognitive/ Learning Causes
1.3.3. Educational/Environment Learning Experiences
1.4. Different Types of Dyslexia
1.4.1. Acquired Dyslexia
1.4.1.1. Surface Dyslexia
1.4.1.2. Deep Dyslexia
1.4.1.3. Phonological Dyslexia
1.4.1.4. Direct Dyslexia
1.4.2. Developmental Dyslexia
1.5. Dyslexia and Language Learning
1.5.1. Dyslexics’ Major Problems with Studying Words
1.5.1.2. Secondary Symptoms: Class Participation Problems
1.5.1.1. Primary Symptoms: Language Weaknesses
1.5.2. Vocabulary Learning and Dyslexia
1.5.2.1. Problems with spelling
1.5.2.2. Other problems with studying words
1.5.3. Methods of Supporting Students with Dyslexia
Chapter 2 - Research Methods
2.1. Problem Statement
2.2. The Case Study Description
2.2.1. The 4th Grade Students in Class A
2.2.2. The 4th Grade Students in Class B
2.2.3. The 4th Grade Students in Public Elementary School
2.3. Research Questions
2.4. Data Collection Methods and Tools
2.4.1. Checklists
2.4.1.1. Checklist for the Dyslexic Students
2.4.1.2. Checklist for the Dyslexic Students’ Parents
2.5. Assessing Reading and Spelling Skills
2.5.1. Assessing Word Recognition
2.5.1.1. Single-Word Test
2.5.1.2. Non-word Spelling Test
2.6. Some Helpful Techniques
2.6.1. The Use of RIP Technique
2.6.2. Mind Mapping
Chapter 3 – Data Presentation and Analysis
3.1. Introduction
3.1.1. Diagnostic criteria
3.1.2. Case Study Subjects’ Experiences regarding English Courses
3.2. The Results
3.2.1. Checklist for Dyslexic Students
3.2.1.1. Reading Checklist’s Results and Discussion
3.2.1.2. Spelling Checklist’s Results and Discussion
3.2.1.3. Writing checklist’s results and Discussion
3.3. Dyslexics’ Parents Checklist
3.4. Assessing Word Recognition
3.4.1. Single-Word Test
3.4.1.1. Materials for Teaching the Vocabulary
3.4.1.2. Materials for the Test
3.4.1.3. Procedure Design
3.4.1.4. Results
3.4.2. Non-word Test
3.4.2.1. Materials for the Test
3.4.2.2. Procedure Design
3.5. Conclusion
Chapter 4 - Implications for teaching and learning
4.1. General Instruction
4.2. Organizational and Study Skills
4.3. Language Arts
4.4. Test-Taking
Research Objectives and Themes
The primary objective of this study is to investigate the challenges faced by dyslexic students in learning English as a foreign language and to evaluate the effectiveness of different educational approaches. The research aims to clarify the confusion surrounding dyslexia from a teacher's perspective, identify whether specific teaching interventions improve language-related performance, and provide strategies for supporting dyslexic learners in a mainstream educational environment.
- Theoretical foundations and historical perspectives of dyslexia.
- Comparative analysis of different teaching environments (specialized vs. mainstream).
- Diagnostic tools and assessment methods for identifying language-processing difficulties.
- Implementation of multisensory teaching strategies and memory techniques.
- The impact of teacher awareness and pedagogical training on student success.
Excerpt from the Book
1.2. History and Origins of Dyslexia
As an overview of the history of dyslexia, three stages can be taken into account which, although not clearly differentiated, allow a deeper review of these historical events. The first stage, the actual origins of dyslexia, identified the first subjects with reading and language deficits, who were generally acquired aphasic patients, and lasted until the end of the nineteenth century.
During the proper beginning of the study of developmental dyslexia between 1895-1950, this condition was discovered and its causes and characteristics began to be analyzed. Next, there was an evolution stage - 1950-1970 in which the field of dyslexia opened up to a variety of clinical research, and educational approaches.
Finally, the modern theories, from 1970 created the foundations of our current knowledge about dyslexia.
Summary of Chapters
Chapter 1 - Theoretical Background: This chapter provides an overview of the terminology, historical development of dyslexia research, various theories regarding its causes, and a distinction between acquired and developmental types.
Chapter 2 - Research Methods: This chapter outlines the case study design, focusing on three distinct groups of fourth-grade students, and describes the assessment instruments used for data collection.
Chapter 3 – Data Presentation and Analysis: This chapter presents the empirical results from the checklists and reading/spelling assessments, comparing the performance and experiences of students across different educational settings.
Chapter 4 - Implications for teaching and learning: This chapter offers practical pedagogical strategies and recommendations for teachers to effectively support dyslexic students in the foreign language classroom.
Keywords
Dyslexia, Developmental Dyslexia, Acquired Dyslexia, Language Learning, Multisensory Instruction, Phonological Deficit, Foreign Language Teaching, Reading Disability, Spelling Difficulties, Pedagogical Strategies, Inclusive Education, Cognitive Factors, Assessment Tools, Learning Disabilities, Specialized Instruction.
Frequently Asked Questions
What is the primary focus of this research?
The work primarily focuses on understanding the specific challenges dyslexic learners face when acquiring English as a foreign language and exploring how targeted interventions can improve their performance.
What are the core research topics covered?
Key topics include the definition and causes of dyslexia, the differences between acquired and developmental dyslexia, assessment methods for reading and spelling, and practical teaching strategies for inclusive classrooms.
What is the main research question?
The study investigates what type of differential, multisensory teaching is required for dyslexic students to effectively remove learning barriers in a foreign language context.
Which scientific methods are employed?
The researcher uses a case study approach, evaluating three groups of fourth-grade students through standardized reading/spelling tests and surveys (checklists) for both students and parents.
What does the main body of the work address?
The body of the work covers the theoretical framework of dyslexia, the research methodology, a detailed analysis of collected data, and implications for teaching practice.
How can one define the most important keywords for this work?
Keywords reflect the intersection of linguistics, psychology, and education, specifically focusing on reading disabilities, multisensory techniques, and pedagogical support for learners with special needs.
How does the Therapeutic Elementary School differ from the public school in this study?
The Therapeutic School specializes in teaching dyslexic students using targeted interventions and multisensory approaches, whereas the public school follows traditional teaching methods without specialized support.
What role do parents play in supporting dyslexic children according to the study?
Parents are identified as having a crucial role; while they are often anxious, their informed awareness and emotional support are vital for the child's academic and personal success.
What is the significance of the "RIP Technique" and "Mind Mapping"?
These are presented as examples of helpful, multisensory tools that can aid dyslexic students in organizing their thoughts and improving their spelling and memory capacity.
What conclusion does the author draw regarding teacher training?
The author concludes that there is an urgent need for better teacher training, as general foreign language instructors often lack the knowledge required to adequately support and accommodate students with dyslexia.
- Quote paper
- MA Marta Zapała-Kraj (Author), 2009, Teaching English to Children with Dyslexia, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/275846
