MSL in the Digital Ages: Effects and Effectiveness of Computer-Mediated Intervention for FL Learners with Dyslexia

Autor/in	Pfenninger, Simone E.
Titel	MSL in the Digital Ages: Effects and Effectiveness of Computer-Mediated Intervention for FL Learners with Dyslexia
Quelle	In: Studies in Second Language Learning and Teaching, 5 (2015) 1, S.109-133 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2083-5205
Schlagwörter	Longitudinal Studies; Program Effectiveness; Computer Software; Dyslexia; German; Second Language Learning; English (Second Language); Comparative Analysis; Control Groups; Experimental Groups; Pretests Posttests; Language Skills; Computer Uses in Education; Educational Technology; Phoneme Grapheme Correspondence; Phonological Awareness; Semantics; Receptive Language; Expressive Language; Vocabulary; Elementary School Students; Males; Foreign Countries; Grade 3; Intervention; Multivariate Analysis; Statistical Analysis; Switzerland + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Deutscher; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Sprachkompetenz; Computernutzung; Unterrichtsmedien; Semantik; Rezeptive Kommunikationsfähigkeit; Wortschatz; Male; Männliches Geschlecht; Ausland; School year 03; 3. Schuljahr; Schuljahr 03; Multivariate Analyse; Statistische Analyse; Schweiz
Abstract	The longitudinal intervention study reported here is the first to investigate the efficiency of computer learning software specifically designed for dyslexic Swiss German learners of Standard German as a second language (L2) and English as a third language (L3). A total of 40 subjects (20 of them dyslexics and 20 of them nondyslexics; 10 students from each group participated in interventions and the other 10 from each group served as control groups) were assessed with a battery of verbal and written pre- and posttests involving phonological/ orthographic and semantic measures of their L2 and L3 before and after three months of daily intervention with the software. The results show that computer-based training in the L3 is potentially an important tool of intervention for dyslexic students as it has a positive effect on the components of L3 as well as L2 learning. As a consequence of their progress in acquiring the relationships between L3 graphemes and phonemes, the experimental groups, but not the control groups, made significant gains on L2 naming accuracy and speed, L2 and L3 word reading, L2 and L3 phonological awareness, and L2 and L3 receptive and productive vocabulary and comprehension tasks. (As Provided).
Anmerkungen	Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://ssllt.amu.edu.pl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01