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Foreign language teaching method relevant to dyslexic students-a mixed methods study

Year 2020, Volume: 2 Issue: 2, 96 - 110, 01.06.2020

Abstract

The aim of the following paper is to investigate the relationship between teaching instruction applied in teaching a foreign language to dyslexic students, and their language achievement. The author of the study attempts to explore methods relevant for teaching foreign language to dyslexic students and whether foreign language teachers should provide teaching methods designed specifically for dyslexic students. The researcher applied triangulation (a mixed method: quantitative combined with qualitative). The data was collected through online questionnaires comprising closed and open-ended questions filled out by parents of dyslexic students and English teachers. According to the research results, foreign language teaching methods offered in Polish public schools are not relevant to dyslexic students. Therefore, foreign language teachers should provide foreign language instruction appropriate for the needs of dyslexic students.

References

  • Bogdanowicz, M. (1999). Specyficzne trudności w czytaniu i pisaniu [Specific Difficulties in Reading and Writing]. In I. Gałkowski and G. Jastrzębowska (eds.) Logopedia. Pytania i odpowiedzi [Logopedics. Questions and Anwsers]. Opole: Wydawnictwo Uniwersytetu Opolskiego, 815-859.
  • Bogdanowicz, M. (2002). Ryzyko dysleksji. Problem i diagnozowanie [The Risk of Dyslexia. Problem and Diagnosis]. Gdańsk: Wydawnictwo Harmonia.
  • Chodkiewicz, H. (1986). O sprawności czytania w nauczaniu języka obcego [A Reading Skill in Foreign Language Teaching]. Warszawa: Wydawnictwo Szkolne i Pedagogiczne.
  • Carrol, J.B. (1981). Twenty-five Years of Research on Foreign Language Aptitude. In: Diller, K. C. (ed.). Individual Differences and Universals in Language Learning aptitude. Rowley, M.A.: Newbury House, 83-113.
  • Cimermanova, I. (2015). Teaching Foreign Languages to Learners with Special Educational Needs: E-textbooks for Foreign Language Teachers. Nitra: Constantine the Philosopher University. Clarke, D. J. (2006). Blended learning. Multisensory solutions. Chief learning officer. Retrived January, 10, 2020 from: http://clomedia.com/articles/view/blended_learning
  • Ganschow, L., Sparks, R., & Javorsky, J. (1998). Foreign Language Learning Difficulties: A Historical Perspective. Journal of Learning Disabilities, 31(3), 248-258.
  • Kaja, B. (2001). Zarys terapii dziecka [ An Outline of Child Therapy]. Bydgoszcz: Wydawnictwo Akademii Bydgoskiej.
  • Katz, L., & Frost, L. (1992). Reading in Different Orthographies: The Orthographic Depth hypothesis. In R. Frost & L. Katz (Eds.). Orthography, Phonology, Morphology of Meaning. (pp 67-84) Amsterdam: Elsevier.
  • Lindsay, G. (2001). Identification and Intervention in the Primary School. In A.J. Fawcet (Ed.) Dyslexia Theory and Good Practice (pp 256-280). London: Whurr.
  • Nijakowska, J. (2007). Understanding Developmental Dyslexia. Łódz University Press.
  • Nijakowska, J. (2008). An Experiment with Direct Multisensory Instruction in Teaching Word Reading and Spelling to Polish Dyslexic Learners of English. In J. Kormos and E. H. Kontra (Eds.) Language Learners with Special Needs. An International Perspective (pp. 130-157). Bristol: Multilingual Matters. Nijakowska, J. (2010). Dyslexia in Foreign Language Classroom. Bristol: Multilingual Matters.
  • Orton, S. T. (1937). Reading, Writing and Speech Problems in Children. W. Northon &Co.
  • Ott, P. (1997). How to Detect and Manage Dyslexia: A Reference and Resource Manual. Oxford: Heinemann
  • Ritchey, K. D., & Goeke, J. L. (2006). Orton-Gillingham and Orton-Gillingham based Reading Instruction: A Review of Literature. The Journal of Special Education. 40(3), 171-183.
  • Sparks, R. L. (1991). Foreign Language Learning Differences: Affective or Native Language Aptitude Differences? Modern Language Journal, 75(1), 3-16.
  • Sparks, R. L., Ganshow, L., Walsh, G., & Kenneweg, S., & Miller, K. (1991). Orton-Gillingham Approach to Teach a Foreign Language to Dyslexic/Learning Disabled Students: Explicit Teaching of Phonology in a Second Language. Annals of Dyslexia, 41, 96-118.
  • Sparks, R. L. (1995). Examining the Linguistic Coding Differences Hypothesis to Explain Individual Differences Hypothesis to Explain Individual Differences in Foreign Language Learning. Annals of Dyslexia, 45, 187-214.
  • Sparks, R. L., Javorsky, J., Ganschow, L. (1992). Foreign Language Learning Difficulties: A Historical Perspective. Journal of Learning Disabilities, 31(3), 248-258.
  • Tomaszewska, A. (2001). Prawo do nauki dziecka z dysleksją rozwojową w świadomości nauczycieli [Teachers’ Awareness of Dyslexic Children’s Right to Learn]. Kraków: Oficyna Wydawnicza “Impuls”.
  • The British Dyslexia Association (2015). Code of Practice. Employers. Retrieved June 12, 2019, from: https://deardyslexic.com/wp-content/blogs.dir/978/files/2016/01/Helping-people-with-dyslexia-a-national-action-agenda-2010.pdf The International Dyslexia Association (2010). Practice Standards for Teachers of Reading. Retrieved: June 12, 2019 from: https://www.researchgate.net/publication/265244801_The_International_Dyslexia_Association_IDA_Knowledge_and_Practice_Standards_for_Teachers_of_Reading
  • Wermouth, J., & Reid, G. (2008). Ocena i planowanie nauczania oraz nauki. [Assessment and Planning of Teaching and Learning]. In: G. Reid and J. Wermouth (eds.). Dysleksja. Teoria i praktyka [Dyslexia. Theory and Practice] (pp.211-234). Gdansk: Gdanskie Wydawnictwo Psychologiczne.
  • Wiliams, J. P. (1987). The Case for Explicit Decoding Instruction. In J. Osborn, P. Wilson and R. Anderson (Eds.), Reading Education: Formulation for a Literate America (pp. 205-213). Lexington, MA: Lexington Books.

DİSLEKSİ ÖĞRENCİLERİNE İLİŞKİN YABANCI DİL ÖĞRETİM YÖNTEMİ: BİR KARMA YÖNTEM ÇALIŞMASI

Year 2020, Volume: 2 Issue: 2, 96 - 110, 01.06.2020

Abstract

Bu çalışmanın amacı disleksi öğrencilerine yabancı dil öğretiminde uygulanan öğretim yöntemiyle bu öğrencilerin dil başarıları arasındaki ilişkiyi incelemektir. Araştırmacı disleksi öğrencilerine yabancı dil öğretimi ile ilgili yöntemleri ve yabancı dil öğretmenlerinin disleksi öğrencileri için özel tasarlanmış öğretim yöntemleri sağlayıp sağlamadığını irdelemektedir. Araştırmacı çalışmasında karma yöntem (nicel ve nitel birleştirilmiş) kullanmıştır. Veriler, disleksi öğrencilerinin ebeveynleri ve İngilizce öğretmenleri tarafından doldurulmuş kapalı ve açık uçlu sorularla çevrimiçi anketler yoluyla toplanmıştır. Araştırma sonuçlarına göre, Polonya devlet okullarında sunulan yabancı dil öğretim yöntemleri disleksi öğrencilerine yönelik değildir. Bu nedenle, yabancı dil öğretmenleri disleksi öğrencilerinin ihtiyaçlarına uygun yabancı dil eğitimi sağlamalıdır.

References

  • Bogdanowicz, M. (1999). Specyficzne trudności w czytaniu i pisaniu [Specific Difficulties in Reading and Writing]. In I. Gałkowski and G. Jastrzębowska (eds.) Logopedia. Pytania i odpowiedzi [Logopedics. Questions and Anwsers]. Opole: Wydawnictwo Uniwersytetu Opolskiego, 815-859.
  • Bogdanowicz, M. (2002). Ryzyko dysleksji. Problem i diagnozowanie [The Risk of Dyslexia. Problem and Diagnosis]. Gdańsk: Wydawnictwo Harmonia.
  • Chodkiewicz, H. (1986). O sprawności czytania w nauczaniu języka obcego [A Reading Skill in Foreign Language Teaching]. Warszawa: Wydawnictwo Szkolne i Pedagogiczne.
  • Carrol, J.B. (1981). Twenty-five Years of Research on Foreign Language Aptitude. In: Diller, K. C. (ed.). Individual Differences and Universals in Language Learning aptitude. Rowley, M.A.: Newbury House, 83-113.
  • Cimermanova, I. (2015). Teaching Foreign Languages to Learners with Special Educational Needs: E-textbooks for Foreign Language Teachers. Nitra: Constantine the Philosopher University. Clarke, D. J. (2006). Blended learning. Multisensory solutions. Chief learning officer. Retrived January, 10, 2020 from: http://clomedia.com/articles/view/blended_learning
  • Ganschow, L., Sparks, R., & Javorsky, J. (1998). Foreign Language Learning Difficulties: A Historical Perspective. Journal of Learning Disabilities, 31(3), 248-258.
  • Kaja, B. (2001). Zarys terapii dziecka [ An Outline of Child Therapy]. Bydgoszcz: Wydawnictwo Akademii Bydgoskiej.
  • Katz, L., & Frost, L. (1992). Reading in Different Orthographies: The Orthographic Depth hypothesis. In R. Frost & L. Katz (Eds.). Orthography, Phonology, Morphology of Meaning. (pp 67-84) Amsterdam: Elsevier.
  • Lindsay, G. (2001). Identification and Intervention in the Primary School. In A.J. Fawcet (Ed.) Dyslexia Theory and Good Practice (pp 256-280). London: Whurr.
  • Nijakowska, J. (2007). Understanding Developmental Dyslexia. Łódz University Press.
  • Nijakowska, J. (2008). An Experiment with Direct Multisensory Instruction in Teaching Word Reading and Spelling to Polish Dyslexic Learners of English. In J. Kormos and E. H. Kontra (Eds.) Language Learners with Special Needs. An International Perspective (pp. 130-157). Bristol: Multilingual Matters. Nijakowska, J. (2010). Dyslexia in Foreign Language Classroom. Bristol: Multilingual Matters.
  • Orton, S. T. (1937). Reading, Writing and Speech Problems in Children. W. Northon &Co.
  • Ott, P. (1997). How to Detect and Manage Dyslexia: A Reference and Resource Manual. Oxford: Heinemann
  • Ritchey, K. D., & Goeke, J. L. (2006). Orton-Gillingham and Orton-Gillingham based Reading Instruction: A Review of Literature. The Journal of Special Education. 40(3), 171-183.
  • Sparks, R. L. (1991). Foreign Language Learning Differences: Affective or Native Language Aptitude Differences? Modern Language Journal, 75(1), 3-16.
  • Sparks, R. L., Ganshow, L., Walsh, G., & Kenneweg, S., & Miller, K. (1991). Orton-Gillingham Approach to Teach a Foreign Language to Dyslexic/Learning Disabled Students: Explicit Teaching of Phonology in a Second Language. Annals of Dyslexia, 41, 96-118.
  • Sparks, R. L. (1995). Examining the Linguistic Coding Differences Hypothesis to Explain Individual Differences Hypothesis to Explain Individual Differences in Foreign Language Learning. Annals of Dyslexia, 45, 187-214.
  • Sparks, R. L., Javorsky, J., Ganschow, L. (1992). Foreign Language Learning Difficulties: A Historical Perspective. Journal of Learning Disabilities, 31(3), 248-258.
  • Tomaszewska, A. (2001). Prawo do nauki dziecka z dysleksją rozwojową w świadomości nauczycieli [Teachers’ Awareness of Dyslexic Children’s Right to Learn]. Kraków: Oficyna Wydawnicza “Impuls”.
  • The British Dyslexia Association (2015). Code of Practice. Employers. Retrieved June 12, 2019, from: https://deardyslexic.com/wp-content/blogs.dir/978/files/2016/01/Helping-people-with-dyslexia-a-national-action-agenda-2010.pdf The International Dyslexia Association (2010). Practice Standards for Teachers of Reading. Retrieved: June 12, 2019 from: https://www.researchgate.net/publication/265244801_The_International_Dyslexia_Association_IDA_Knowledge_and_Practice_Standards_for_Teachers_of_Reading
  • Wermouth, J., & Reid, G. (2008). Ocena i planowanie nauczania oraz nauki. [Assessment and Planning of Teaching and Learning]. In: G. Reid and J. Wermouth (eds.). Dysleksja. Teoria i praktyka [Dyslexia. Theory and Practice] (pp.211-234). Gdansk: Gdanskie Wydawnictwo Psychologiczne.
  • Wiliams, J. P. (1987). The Case for Explicit Decoding Instruction. In J. Osborn, P. Wilson and R. Anderson (Eds.), Reading Education: Formulation for a Literate America (pp. 205-213). Lexington, MA: Lexington Books.
There are 22 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Bogusława Gosiewska Turek This is me

Publication Date June 1, 2020
Submission Date April 17, 2020
Published in Issue Year 2020 Volume: 2 Issue: 2

Cite

APA Turek, B. G. (2020). Foreign language teaching method relevant to dyslexic students-a mixed methods study. International Journal of Educational Spectrum, 2(2), 96-110.

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