Dyslexia and English as a foreign language in Norwegian primary education: a mixed methods intervention study.

Autor/inn/en	Flaten Jarsve, Christopher; Tsagari, Dina
Titel	Dyslexia and English as a foreign language in Norwegian primary education: a mixed methods intervention study. Paralleltitel: Disleksija in anglescina kot tuji jezik v norveskem osnovnosolskem izobrazevanju: intervencijska studija kombiniranega raziskovalnega pristopa.
Quelle	In: CEPS journal, 12 (2022) 4, S. 155-180Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647
DOI	10.25656/01:26130 10.26529/cepsj.1459
URN	urn:nbn:de:0111-pedocs-261304
Schlagwörter	Beobachtung; Evaluation; Interview; Mixed-Methods-Design; Einstellung (Psy); Digitale Medien; Medieneinsatz; Beobachtung; Englischunterricht; Fremdsprachenunterricht; Interview; Motivation; Norwegen; Schüler; Evaluation; Lernerfolg; Intervention; Sonderpädagoge; Wirkung; Leseförderung; Schuljahr 05; Schuljahr 06; Schüler; Lernerfolg; Motivation; Lernschwierigkeit; Lernmethode; Inklusion; Leseschwäche; Fremdsprachenunterricht; Englischunterricht; Leseförderung; Sonderpädagoge; Intervention; Wirkung; Norwegen
Abstract	The current study explored the effect of specific teaching accommodations for English language learners with dyslexia in a Norwegian primary school. Specifically, this single group intervention project investigated the impact of a range of multisensory techniques on spelling skills and motivation. Participants included a special education teacher and five dyslexic pupils from the fifth and sixth grades. Pre- and post-tests were administered to observe development in spelling, while data were also collected via a pupil evaluation questionnaire and a teacher interview after the intervention. The findings revealed that the intervention was quite successful. The group exhibited substantial differences in mean scores between the pre- and post-test. However, there were individual differences in scores and comorbid disorders appeared to impact the effectiveness of the intervention. Nonetheless, all of the pupils reported gains in their motivation and improvement in their attitude towards learning English, which was confirmed by their special education teacher. The paper concludes by offering specific didactic suggestions regarding accommodations for English language learners with dyslexia. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2024/1