| Abstrakt: |
This article describes the special difficulties university students with dyslexia and other language learning difficulties have in satisfying the foreign language requirement. The article also provides a checklist of warning signs that identify students who are at risk for failure in foreign language classes, academic options to help students with language learning difficulties, and recommendations for alternative teaching methodologies for students who do not have the ability to learn a foreign language through traditional teaching methods. In persons who have dyslexia, many phonologically based skills can be affected such as manipulating sound or sound units in spoken language tasks, transforming print into sounds, recognizing printed words automatically, repeating unfamiliar sound sequences, retrieving sounds from memory to produce words, and transforming sounds into letters. Dyslexia is most commonly believed to be the result of a disruption in phonological processing that affects one's ability to manipulate and remember sound and letter sequences. It does not affect one's reasoning ability and individuals have normal listening comprehension skills. Because it appears to be a rather circumscribed learning disability for which many people can compensate quite well, It is often found that persons with dyslexia attend college and enroll in foreign language classes. |
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