Fostering Literacy Skills and Self-Efficacy in a Chinese EAL Learner with Dyslexia

Autor/in	Kaldonek-Crnjakovic, Agnieszka
Titel	Fostering Literacy Skills and Self-Efficacy in a Chinese EAL Learner with Dyslexia
Quelle	In: Australian Journal of Learning Difficulties, 26 (2021) 1, S.1-20 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kaldonek-Crnjakovic, Agnieszka)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4158
DOI	10.1080/19404158.2020.1845218
Schlagwörter	English (Second Language); Dyslexia; Second Language Learning; Reading Skills; Writing Skills; Literacy Education; Self Efficacy; Mandarin Chinese; Intervention; Adolescents; Secondary School Students; Spelling; Program Effectiveness; Self Evaluation (Individuals) + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Zweitsprachenerwerb; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Self-efficacy; Selbstwirksamkeit; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Sekundarschüler; Schreibweise
Abstract	This single-case study discusses literacy skills and self-efficacy development in English as an additional language learner with dyslexia, whose first language was Mandarin. The participant attended 12 one-to-one intervention sessions, during which he was taught basic reading and writing skills and strategies using the multisensory, structured and explicit approach. The sessions were video-recorded and used specific learning objectives and carefully planned word reading and spelling tasks. The data collected were both quantitative and qualitative, including, among others, pre- and post-tests, multiple assessments of retrieval of the words learnt during the intervention, and self-evaluation of the performance in word reading and spelling tasks and in future similar tasks. Both standardised and non-standardised tests were used. Findings suggest a positive effect of the intervention on both literacy skill development and self-efficacy beliefs; however, differences were observed in self-evaluation and specific skill development. Pedagogical implications of the findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01