Language Learning Difficulties of Students With Dyslexia: A Case Study at a Primary School
DOI:
https://doi.org/10.17507/tpls.1311.02Keywords:
dyslexia, reading, language learning difficulty, intervention, assistive technologyAbstract
Dyslexic learners have trouble learning English as a foreign language because of their difficulties in reading, focus, and sensory motor skills. Dyslexia is a specific learning disability derived from neurological deficits. This research aims at investigating the Language Learning Difficulties of learners with Dyslexia: A Case Study at a Primary School, Chennai District. This study is a descriptive research design. The subjects of the research are 19 teachers of dyslexic students at primary school, Chennai, District. The data were collected using a questionnaire and it was analyzed through the descriptive statistics technique. The result of the data analysis shows that students with dyslexia have challenges with reading, spelling, identifying sounds and letters, and decoding and recognizing words (vocabularies). In addition, the finding explored that teachers implement learners-center teaching methods and collaboratively work to enhance their students’ reading skills. Furthermore, the result showed that the use of assistive technology, multi-sensory instruction, and individualized support are effective interventions for enhancing the reading ability of dyslexic students. This study helps future researchers as a benchmark for further exploration.
References
Anis, N., Yuzaidey, M., Din, N. C., Ahmad, M., Ibrahim, N., Razak, A., Harun, D., Yuzaidey, N. A. M., Din, N. C., Ahmad, M., Ibrahim, N., Razak, R. A., & Harun, D. (2018). Interventions for children with dyslexia : A review on current intervention methods. Medical Journal of Malaysia, 73(5), 311–320.
Berninger, V. W., Abbott, R. D., Swanson, H. L., Lovitt, D., Trivedi, P., Lin, S. J., ... &Amtmann, D. (2008). Relationship of word-and sentence-level working memory to reading and writing in second, fourth, and sixth grade. Language, Speech, and Hearing Services in Schools, 39(4), 380-391.
Bishop, D. V., & Snowling, M. J. (2004). Developmental dyslexia and specific language impairment: Same or different?. Psychological bulletin, 130(6), 858-886.
Catts, H. W., Adlof, S. M., Hogan, T. P., & Weismer, S. E. (2012). Are specific language impairment and dyslexia distinct disorders?. Journal of speech, language, and hearing research, 55(4), 1372-1391.
Catts, H. W., Compton, D., Tomblin, J. B., & Bridges, M. S. (2019). Prevalence and nature of late-emerging poor readers. Journal of Educational Psychology, 111(2), 214-229.
Chung, K. K. H., & Ho, C. S. H. (2010). The relationship between phonological awareness and reading in dyslexic students learning Chinese as a second language. Journal of Research in Reading, 33(2), 131-146.
Coskun, Z. N., &Mitrani, C. (2020). An instructional design for vocabulary acquisition with a hidden disability of dyslexia. Cypriot Journal of Educational Sciences, 15(2), 305–318. https://doi.org/10.18844/cjes.v15i2.4671
Cuetos, F., & Suárez-Coalla, P. (2010). Language learning and dyslexia: A cross-linguistic approach. Dyslexia, 16(4), 292-308.
Elbeheri, G., & Everatt, J. (2007). The reading comprehension abilities of dyslexic students in a foreign language. Dyslexia, 13(1), 1-27.
Fawcett, A. J., & Nicholson, R. I. (2017). Testing the phonological deficit theory of dyslexia using a novel experimental design. Journal of Experimental Psychology: General, 146(8), 1119-1142.
Fernandez-Lopez, M. J. Rodriguez-Fortiz, M. L. Rodriguez-Almendros and M. J. Martinez-Segura (2013). Mobile Learning Technology Based on iOS Devices to Support Students with Special Education Needs," Computers & Education, 61, 77-90.
Fey, M. E., Catts, H. W., Proctor-Williams, K., Tomblin, J. B., & Zhang, X. (2004). Oral and written story composition skills of children with language impairment. Journal of Speech, Language, and Hearing Research, 47(6), 1301-1318.
Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2007). Learning disabilities: From identification to intervention. Guilford Press.
Ganschow, L., & Sparks, R. L. (1996). The impact of dyslexia on language learning in higher education. In J. A. Foley, J. A. Thompson, & J. F. Baer (Eds.), Alternative approaches to the assessment of achievement (pp. 231-249). New York, NY: Springer.
Georgiou, G. K., Protopapas, A., Papadopoulos, T. C., Skaloumbakas, C., &Parrila, R. (2010). Auditory temporal processing and dyslexia in an orthographically consistent language. Cortex, 46(10), 1330-1344.
Karande S, Doshi B, Thadhani A, Sholapurwala R. (2013). Profile of children with poor school performance in Mumbai. Indian Pediatr, 50:427
Kizilaslan, A., &Tunagur, M. (2021). Dislektikbireylerdeisleyenbellek, okudugunuanlamaveustduzeydilbecerilerinanalizi. Kastamonu Egitim Dergisi, 29(5), 941–952. https://doi.org/10.24106/kefdergi.741028
Koda, K. (2005). Phonological processing, reading, and second language acquisition. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 955-970). Mahwah, NJ: Lawrence Erlbaum Associates.
Kundi, G. M., & Alharbi, M. F. (2022). Relationship between dyslexia and the academic performance: Mediating role of teacher’s awareness. Revista Amazonia Investiga, 11(50), 215–231. https://doi.org/10.34069/ai/2022.50.02.21
Kuo, L. J., & Anderson, R. C. (2010). The impact of dyslexia on second language learning: Does it affect vocabulary acquisition?. Learning Disabilities Research & Practice, 25(2), 71-81.
Landerl, K., Ramus, F., Moll, K., Lyytinen, H., Leppänen, P. H., Lohvansuu, K., ... & Schulte-Körne, G. (2013). Predictors of developmental dyslexia in European orthographies with varying complexity. Journal of Child Psychology and Psychiatry, 54(6), 686-694.
Lee, Y. T., & Huang, H. C. (2019). The effect of computer-assisted pronunciation training on the English pronunciation of dyslexic students learning English as a second language. Journal of Educational Computing Research, 57(3), 696-713.
Li, X., Hu, M., & Liang, H. (2022). The percentages of cognitive skills deficits among Chinese children with developmental dyslexia: A systematic review and meta-analysis. Brain Sciences, 12(5). https://doi.org/10.3390/brainsci12050548
Lin, C. Y., & Chen, H. C. (2017). The role of working memory in second language learning in dyslexic and non-dyslexic students. Journal of Psycholinguistic Research, 46(2), 303-317.
Lin, C. Y., & Chen, H. C. (2018). The role of executive functions in second language learning in dyslexic and non-dyslexic students. Journal of Psycholinguistic Research, 47(1), 87-102.
Mahoney, A. E. D. (2010). The effect of explicit grammar instruction on the writing skills of dyslexic college students learning English as a second language. Journal of Learning Disabilities, 43(6), 515-522.
Moll, K., Snowling, M. J., Göbel, S. M., & Hulme, C. (2020). Language comprehension and decoding skills in children with developmental dyslexia. Journal of Research in Reading, 43(4), 598-620.
Natalie, S., & Daly, C. J. (2018). Identifying specific learning disabilities: Is responsiveness to intervention the answer?. Learning Disabilities Research & Practice, 33(1), 18-30.
Peterson, R. L., Pennington, B. F., Olson, R. K., & Byrne, B. (2019). Differentiating between dyslexia and reading comprehension difficulties: A double dissociation. Journal of Educational Psychology, 111(3), 437-447.
Rimmele, R., &Ganschow, L. (2015). The relationship between oral language skills and reading achievement in dyslexic children learning German as a second language. Dyslexia, 21(2), 103-121.
Roongpraiwan R, Ruangdaraganon N, Visudhiphan P&Santikul K. (2002). Prevalence and clinical characteristics of dyslexia in primary school students. J Med Assoc Thai, 85, 1097-103.
Saiegh-Haddad, E. (2013). The relationship between phonological awareness and reading in dyslexic students learning Arabic as a second language. Reading and Writing, 26(5), 789-807.
Shaywitz, S. E., Morris, R., & Shaywitz, B. A. (2018). The education of dyslexic children from childhood to young adulthood. Annual Review of Psychology, 69, 517-542.
Smith, S. D. (2018). Dyslexia: A transdisciplinary approach to recognition and intervention. Journal of Learning Disabilities, 51(5), 511-525.
Snowling, M. J. (2000). Dyslexia (2nd ed.). Oxford, UK: Blackwell Publishers.
Snowling, M. J., & Hulme, C. (2011). Evidence-based interventions for reading and language difficulties: Creating a virtuous circle. British Journal of Educational Psychology, 81(1), 1-23.
Snowling, M. J., &Hulme, C. (2019). The science of reading: A handbook. John Wiley & Sons.
Snowling, M. J., Hulme, C., Nation, K., & Moxham, P. (2016). Reading comprehension difficulties in children: The role of language comprehension and working memory skills. Journal of Memory and Language, 91, 108-122.
Sparks, R. L., & Ganschow, L. (1993). Dyslexia and foreign language learning. Journal of Learning Disabilities, 26(10), 648-656.
Subramaniam, V., & Nasir, N. S. (2020). Multisensory therapy in letter reversal of Dyslexic pupils. Universal Journal of Educational Research, 8(12), 7118-7130. https://doi.org/10.13189/ujer.2020.081279
Tondeur, J., van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2017). Understanding the relation- ship between teachers’ pedagogical beliefs and technology use in education: A systematic review of qualitative evidence. Educational Technology Research and Development, 65(3), 555–575. https://doi.org/10. 1007/ s11423-016-9481-2
Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Burgess, S. R., & Hecht, S. A. (2018). Contributions of phonological awareness and rapid automatic naming ability to the growth of word-reading skills in second-to fifth-grade children. Scientific Studies of Reading, 22(3), 202-217.
Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M. (2004). Specific reading disability (dyslexia): What have we learned in the past four decades?. Journal of Child Psychology and Psychiatry, 45(1), 2-40.
Yeung, S. S. S., & Chan, D. W. O. (2013). The effect of explicit phoneme awareness instruction on the English word reading and spelling abilities of dyslexic students in Hong Kong. Dyslexia, 19(2), 92-110.
Z. Pirani and M. Sasikumar. (2015). Assistive E-Learning System for the Learning Disabled," Procedia Computer Science, 45, 718-727
