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Dyslexia and Foreign Language Learning in Primary Schools
Dijana Šmon, 2014, diplomsko delo

Opis: The thesis Dyslexia and Learning a Foreign Language in Primary Schools deals with the general difficulties in foreign language learning which are caused by a very specific disorder called dyslexia. The problems that come with the disorder are in most cases transferred across languages and the aim of this thesis was to find out how dyslexia influences on the learning of the foreign language (English) in the primary school, which is becoming an issue and an open question nowadays between scientists and teachers who have a direct contact with the pupils. The main goals of the thesis are to connect the general characteristics of dyslexia and its influence on English as a foreign language and to identify the main language learning areas and skills in which dyslectics need special support and need to be taken under further investigation. The emphasis is also on providing some solutions, strategies and methods that would help teachers to support their learners with dyslexia. In the empirical part, I discuss the results. I also provide interpretations of one questionnaire, which was filled in by teachers of foreign language and one test that Slovene learners who have been learning English as their foreign language took. To obtain more additional data, five interviews with English language teachers were transcribed and analysed about their knowledge of dyslexia and the methods that they use to help dyslectics to benefit as much as possible from the foreign language lessons.
Ključne besede: dyslexia, English as a foreign language, early identification, language awareness transfer, differentiation, teachers’ knowledge, developing language skills
Objavljeno: 07.03.2014; Ogledov: 2400; Prenosov: 249
.pdf Celotno besedilo (1,01 MB)

Erika Golob, 2015, magistrsko delo

Opis: In the master’s thesis I defined the concept of dyslexia. I focused on two different views on dyslexia, namely dyslexia as a reading and writing disorder, something you need to repair or heal, and dyslexia as an added value that gives individuals abilities a person without dyslexia does not possess. The thesis briefly presents the causes of dyslexia, learning deficits, specifically difficulties in reading and writing, various approaches to tackle these difficulties and general guidelines to alleviate them. The thesis then offers some examples of good multi sensory teaching practice which could alleviate the dyslexic pupil’s learning process and could be used in a general education English classroom. The empirical part first gives an introduction to the survey and then presents the results. The survey was conducted on a sample of 160 primary school English teachers enquiring about how well they know dyslexia and its symptoms, how many students with confirmed dyslexia they teach and how they tackle the challenge of teaching such students in an English classroom the focus being on to what extent they accommodate teaching materials and teaching methods for their dyslexic pupils.
Ključne besede: dyslexia, the gift of dyslexia, learning disability, specific learning disability, general recommendations and accommodations, teacher’s support
Objavljeno: 14.04.2015; Ogledov: 1390; Prenosov: 117
.pdf Celotno besedilo (1,57 MB)

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