Learning Disability: Working Hard, yet Achieving Low (A Case Study of At-Risk EFL Learners)

Autor/in	Thaha Abdullateef, Shifan
Titel	Learning Disability: Working Hard, yet Achieving Low (A Case Study of At-Risk EFL Learners)
Quelle	In: Reading & Writing Quarterly, 39 (2023) 2, S.95-103 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thaha Abdullateef, Shifan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2022.2052773
Schlagwörter	Learning Disabilities; English (Second Language); Second Language Learning; Second Language Instruction; Students with Disabilities; Multi Tiered Systems of Support; Reading Comprehension; Case Studies; Comparative Analysis; At Risk Students; Response to Intervention; Vocabulary Development; Language Fluency; Teaching Methods; Multisensory Learning; Foreign Countries; Undergraduate Students; Academic Achievement; Reading Instruction; Student Attitudes; Reading Tests; Saudi Arabia; Woodcock Reading Mastery Test + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Leseverstehen; Case study; Fallstudie; Case Study; Wortschatzarbeit; Language skill; Language skills; Sprachkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Sensorische Stimulation; Ausland; Schulleistung; Leseunterricht; Schülerverhalten; Lesetest; Saudi-Arabien
Abstract	EFL Learning is considered an enriching and rewarding experience for most 'normal' learners. However, for learners with neurological differences/learning disabled, it can be a stressful and unpleasant experience. Students with learning disabilities (SLD) are often mistaken for slow, behind, incapable, and failures as there is a lack of awareness among teachers about the differences between learning Difficulties and Disabilities. Therefore, the present study aims to discuss ways to identify learners with Learning disabilities and provide multi-tiered support and Response to Intervention (RTI) to minimize their disability and boost their confidence. The study adopted a One-shot Case Study Research Design which is a subtype of experimental research design. The dependent group comprised seven students pursuing level one at the Department of English, Prince Sattam bin Abdulaziz University. The results revealed that the Learners had issues with word comprehension, vocabulary, fluency, and passage comprehension. Based on the interpretation of the results, it is concluded that considerably slowing the pace of instruction, providing multi-tiered support, constant review, and incorporating multisensory support would accelerate learning to a great extent. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01