The Acquisition of English as a Foreign Language among Different Levels of Learners with Dyslexia

Autor/inn/en	Abu Rabia, Salim; Salfety, Abed
Titel	The Acquisition of English as a Foreign Language among Different Levels of Learners with Dyslexia
Quelle	In: Journal of Educational Research, 114 (2021) 4, S.317-331 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Abu Rabia, Salim) ORCID (Salfety, Abed)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2021.1933883
Schlagwörter	English (Second Language); Second Language Instruction; Intervention; Grade 6; Dyslexia; Students with Disabilities; Semitic Languages; Language Skills; Severity (of Disability); Foreign Countries; Arabs; Program Effectiveness; Israel + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; School year 06; 6. Schuljahr; Schuljahr 06; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Arabisch; Hebräisch; Language skill; Sprachkompetenz; Schweregrad; Ausland; Arab; Araber
Abstract	The goal of the present study was to examine improvement in English as a foreign language (EFL) among different levels of readers with dyslexia, after an intervention program over a defined period. A total of 180 sixth-grade pupils from schools for learning disabilities in the Arab sector participated in the study, and 90 of the students who participated in an EFL intervention program had dyslexia. The students were divided into three levels of dyslexia in their Arabic mother tongue: severe, moderate, and light. Findings revealed the skills of the students in the intervention group to be better than those in the control group. The research findings also did not indicate any differences between the groups in the context of skills measured in terms of time, and it is from here that the higher-level skills of the students in the intervention group were reflected in aspects relating to ability (number of correct answers) and not necessarily to processing speed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01