Literaturnachweis - Detailanzeige
Autor/inn/en | Jarsve, Christopher Flaten; Tsagari, Dina |
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Titel | Dyslexia and English as a Foreign Language in Norwegian Primary Education: A Mixed Methods Intervention Study |
Quelle | In: Center for Educational Policy Studies Journal, 12 (2022) 4, (26 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1855-9719 |
Schlagwörter | Foreign Countries; English (Second Language); Second Language Learning; Elementary School Students; Intervention; Multisensory Learning; Spelling; Student Motivation; Dyslexia; Grade 5; Grade 6; Reading Difficulties; Educational Technology; Special Education Teachers; Teacher Attitudes; Norway Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Sensorische Stimulation; Schreibweise; Schulische Motivation; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Reading difficulty; Leseschwierigkeit; Unterrichtsmedien; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Norwegen |
Abstract | ?he 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. (As Provided). |
Anmerkungen | University of Ljubljana, Faculty of Education. University of Ljubljana Kardeljeva plošcad 16. Slovenia. Tel: +386-1-5892-344; e-mail: editors@cepsj.si; Web site: https://ojs.cepsj.si/index.php/cepsj/index |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |