Disleksija in angleščina kot tuji jezik v norveškem osnovnošolskem izobraževanju: intervencijska študija kombiniranega raziskovalnega pristopa

Autor: Flaten Jarsve, Christopher, Tsagari, Dina
Rok vydání: 2022
Předmět:
Beobachtung
Fremdsprachenunterricht
Lernmethode
Teaching of English
Use of media
Sonderpädagogik
School year 05
Digitale Medien
Observation
School year 06
Learning achievement
Wirkung
Learning Difficulty
Learning techniques
Evaluation
Teaching of foreign languages
Schuljahr 05
Teacher for the handicapped
Schuljahr 06
Norwegen
Inclusion
Lernschwierigkeit
Norway
Englischunterricht
Leseschwäche
School year
Pupils
Learning Difficulties
Student teachers
Medieneinsatz
Einstellung
Learning disorder
Schüler
Teacher for children with special needs
Sonderpädagoge
Foreign language teaching
Lernerfolg
Erziehung
Schul- und Bildungswesen
Intervention
Education
ddc:370
Special education pedagogue
Interview
Mixed-Methods-Design
Support for reading improvement
Learning method
Fachdidaktik/Sprache und Literatur
Promotion of reading
Motivation
Pupil
Deployment of media
Leseförderung
English language lessons
Attitude
Special educational needs teacher
Inklusion
Reading weakness
Zdroj: CEPS Journal 12 (2022) 4, S. 155-180
ISSN: 2232-2647
1855-9719
Popis: Τhe 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.
Databáze: OpenAIRE
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