1. Disleksija in angleščina kot tuji jezik v norveškem osnovnošolskem izobraževanju: intervencijska študija kombiniranega raziskovalnega pristopa
- Author
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Flaten Jarsve, Christopher and Tsagari, Dina
- Subjects
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 ,%22">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 - Abstract
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.
- Published
- 2022