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The Effects of Specific Learning Difficulties (Dyslexia) on the Learning of a Foreign Language in School

The Effects of Specific Learning Difficulties (Dyslexia) on the Learning of a Foreign Language in... Twenty‐five dyslexic school pupils aged between 11 years 6 months and 16 years 3 months were considered in relation to their achievements in learning French. These pupils were compared to a group of 25 non‐dyslexic subjects of similar age, social background and French learning experience. Ten pupils in each year group between Primary 7 and Secondary 4 were considered. Although there were individual variations, dyslexic pupils performed poorly not only in the areas of reading and writing, but performance was also inferior in speaking and listening. Phonological ability was considered to be the most relevant variable affecting the dyslexic pupils' ability to process language. The difficulties which pupils had in processing English phonology affected their learning of French phonology. Dyslexic pupils also required more time to process phonological information. Results indicate that teaching methodology in modern languages for dyslexic pupils may require reconsideration. © 1997 by John Wiley & Sons, Ltd. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Dyslexia Wiley

The Effects of Specific Learning Difficulties (Dyslexia) on the Learning of a Foreign Language in School

Crombie, Margaret A.
Dyslexia , Volume 3 (1) – Jan 1, 1997
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References (5)

Publisher
Wiley
Copyright
Copyright © 1997 Wiley Subscription Services
ISSN
1076-9242
eISSN
1099-0909
DOI
10.1002/(SICI)1099-0909(199703)3:1<27::AID-DYS43>3.0.CO;2-R
Publisher site
See Article on Publisher Site

Abstract

Twenty‐five dyslexic school pupils aged between 11 years 6 months and 16 years 3 months were considered in relation to their achievements in learning French. These pupils were compared to a group of 25 non‐dyslexic subjects of similar age, social background and French learning experience. Ten pupils in each year group between Primary 7 and Secondary 4 were considered. Although there were individual variations, dyslexic pupils performed poorly not only in the areas of reading and writing, but performance was also inferior in speaking and listening. Phonological ability was considered to be the most relevant variable affecting the dyslexic pupils' ability to process language. The difficulties which pupils had in processing English phonology affected their learning of French phonology. Dyslexic pupils also required more time to process phonological information. Results indicate that teaching methodology in modern languages for dyslexic pupils may require reconsideration. © 1997 by John Wiley & Sons, Ltd.

Journal

Dyslexia – Wiley

Published: Jan 1, 1997

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