Lazy or Dyslexic: A Multisensory Approach to Face English Language Learning Difficulties

Autor/in	Romero, Yanilis
Titel	Lazy or Dyslexic: A Multisensory Approach to Face English Language Learning Difficulties
Quelle	In: English Language Teaching, 13 (2020) 5, S.34-48 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Multisensory Learning; Learning Problems; Dyslexia; English (Second Language); Foreign Countries; High School Students; Adolescents; Public Schools; Grade 9; Grade 10; Second Language Learning; Low Achievement; Performance Factors; Instructional Effectiveness; Second Language Instruction; Grammar; Color; Difficulty Level; Reading Instruction; Colombia + Suchen Sie Ihr Suchwort? Sensorische Stimulation; Lernproblem; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Public school; Öffentliche Schule; School year 09; 9. Schuljahr; Schuljahr 09; Zweitsprachenerwerb; Unterdurchschnittliche Leistung; Leistungsindikator; Unterrichtserfolg; Fremdsprachenunterricht; Grammatik; Colour; Farbbezeichnung; Farbe; Schwierigkeitsgrad; Leseunterricht; Kolumbien
Abstract	An investigation was conducted to help weak academic English learners in a public high school in Colombia, as they seemed to be facing a learning specific difficulty called dyslexia. A focus group of ten students from ninth and tenth grade was the beneficiaries of the design, implementation, and assessment of five multisensory activities to help students decrease their struggles while learning the foreign language (English). For the present action research, five activities were applied during two academic terms (six months) where students were taught verbs, grammar rules, question words, and minimal pairs to help them do better while reading. Outcomes showed that low academic students tend to have a better performance when teachers target multisensory activities to assist them in their learning process related to grammar within the English sessions. Color-coded activities help low achieving students to exercise and remember more easily as senses are engaged while learning, reading exercises are better approached if their workload is split into smaller quantities compare to regular learners. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01