| Autor: |
DiFino, Sharon M., Johnson, Bonnie W., Lombardino, Linda J. |
| Zdroj: |
Contemporary Issues in Communication Science & Disorders; Spring2008, Vol. 35, p54-64, 11p, 5 Charts |
| Abstrakt: |
Purpose: The purpose of this article is to describe the potential academic challenges of college students with dyslexia and to suggest ways that speech language pathologists (SLPs) can guide students to the appropriate accommodations needed to complete a foreign language requirement successfully. Method: This article presents a case study of a 21-year-old female university student with dyslexia who struggled with learning a second language but ultimately succeeded. Data were collected through ethnographic interviews and standardized testing. Results: Ethnographic interviews revealed a developmental progression of specific academic challenges related to the student's dyslexia from preschool through college. Psychoeducational testing conducted by an SLP confirmed that, in spite of the student's academic success, she continued to exhibit a pattern of testing that was consistent with her diagnosis of dyslexia in first grade. Instructional strategies that were used to support this student's academic success are described. Conclusion: The outcome of our case study revealed that the impact of dyslexia changes across one's lifespan. Even if a student appears to have "compensated" for his or her dyslexia, accommodations may be needed to face new challenges such as learning a foreign language. SLPs need to be prepared to provide the necessary documentation to assist these students in receiving university accommodations and to provide guidelines to instructors of foreign languages on techniques to help these students learn. [ABSTRACT FROM AUTHOR] |
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